Abstract:
Higher education institutions (HEIs) are perceived as producers of qualified graduates with sought-after cognitive and self-efficacy skills. These perceived acquisitions of 21st century graduate attributes are equated with the value of higher education. The 2023 World Economic Report reveals a failure of HEIs in developing graduates with employability competencies. Despite HEIs’ commitment to this development, teacher-centric approaches persist. The purpose of this study is to understand how lecturers can support the development of 21st century graduate attributes in the creation of engaging learning experiences. This qualitative study has been conducted with seven lecturers from a HEI who have been purposefully selected for their online activity-based approaches to identify the pedagogical elements that support this skill development. The conceptual framework, an integration of certain constructs from the TPACK model within a revised community of inquiry (CoI) model, frames the investigation in the design elements of teaching presence (TP). In understanding how lecturers support the development of 21st century skills, the study attempts to address the misalignments. Three data collection techniques were used to triangulate the findings. This consisted of two observed synchronous lectures, two semi-structured interviews and collected artefacts from a module of each lecturer. The findings indicate a combination of pedagogical elements that should be considered in supporting the practical implementation of the seven principles of the revised CoI model. A proposed template has been created to guide lecturers in the planning stage of TP. Lastly, it identifies the attitudes and beliefs that shape the pedagogical choices of lecturers.
