In recent years the new demands and challenges of the information and knowledge society have intensified international concern for the reform of educational systems and the development of new strategies focused on the lifelong learning of all citizens.

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The new digital context in which our society finds itself has brought with it the need to seek new technical and cognitive skills that will enable us to solve problems and situations in new environments. It is not just a matter of keeping up-to-date with specific techniques: it is also important to re-think key basic competences so that we can adapt to this constantly changing society.

For this reason, numerous institutions have developed new educational models focused on lifelong learning and based on a series of key competences for the twenty-first century, involving new types of knowledge, skills and attitudes that are necessary for self-fulfilment and self-development, social inclusion, active citizenship, and employability.

The models of key competences for the 21st century that have been developed in the last ten years are diverse and often complementary. One of the competences most often repeated in the various models is digital competence, which includes the ability to activate the full range of skills involved in accessing, creating, using and communicating multimedia messages using all types of ICT tools effectively, creatively, critically, reflectively and ethically.

Other skills, such as those related to learning and innovation (creativity, critical thinking, etc.), those related to self-development (self-management, initiative, entrepreneurship, productivity, flexibility, etc.), and those related to collaboration and teamwork are included in most models of key competences for the twenty-first century.

What should be the next educational challenges for the future? What key competences should be prioritized in this digital society? What should be the strategy to achieve these key competences for the 21st century and to promote lifelong learning?

  • New educational challenges and Lifelong Learning
  • Key competences for the twenty-first century
  • Digital literacy
  • Creative thinking and entrepreneurship
  • Mark Bullen
  • Ives Punie
  • Emanuele Rapetti
  • Fernando Miguel Galán Palomares
  • Mercè Gisbert Cervera
  • Jordi Adell Segura
  • Virginia Larraz Rada
  • Jordi Vivancos Martí
  • Francesc Esteve Mon
  • Cinta Espuny Vidal

Ph.D. in Adult Education, University of British Columbia. Education Specialist in E-learning at the Commonwealth of Learning, where he manages e-learning activities focused on policy development and capacity building in the use of appropriate learning technologies, and provides advice to Commonwealth governments and educational institutions on e-learning and ICT policy and practices.

Doctor of Social Sciences, Vrije Universiteit Brussel. Senior scientist at the Institute for Prospective Technological Studies (IPTS), a European Commission Joint Research Centre (JRC) based in Seville, Spain. He currently directs IPTS research and policy activities on "ICTs for Learning and Skilling". He is also involved in projects to analyse ICTs for Inclusion and Governance and to assess the socioeconomic impact of web 2.0 and social computing.

PhD specializing in Digital Technologies, and pedagogue. External fellow at NewMinE Lab-New Media in Education laboratory. Università della Svizzera italiana. His main research interest concerns the crossing between Education and new media.

Vice-president of the European Students' Union (ESU), student representative, and expert in Quality Education.

A student of Medicine at the University of Cantabria (UC), he has completed a stage at the Università Degli Studi di Bari "Aldo Moro" in Bari, Italy, as part of the Erasmus exchange program. He represents students in the field of quality control.

PhD in Educational Sciences, tenured professor in the Department of Pedagogy, Coordinator of the PhD in Educational Technology and coordinator of the ARGET research group.

Doctor of Philosophy and Educational Sciences from the University of Valencia and Professor in the Department of Didactics and School Organisation in the Department of Education at the Universitat Jaume I in Castellon. Teaches various subjects related to educational technology.

Teacher and coordinator of graduate studies at the University of Andorra (UdA). Doctor of Science in Education, specializing in Digital Competence. Coordinator of the Interdisciplinary Research Group on Education (GRIE).

Head of the TAC (KLT) Service. Master and Bachelor of Education. Professor of Secondary Education. ICT Trainer. Since the early 1980s he has participated in projects aimed at incorporating computers into schools. In 1987 he joined the Computer Education Program (PIE).

Professor and predoctoral researcher in the Department of Pedagogy, his research focuses on digital competence and 3D virtual environments.

Member of ARGET (Applied Research Group in Education and Technology) and LATE (Laboratory for Technology Applied to Education). Graduate in Educational Psychology from the Universitat Jaume I in Castellon and Master in Educational Technology from the URV.

PhD of Pedagogy, Universitat Rovira i Virgili.

Professor in the Department of Education at the Terres de l’Ebre Campus of the URV. Member of ARGET (Applied Research Group in Education and Technology) and LATE (Laboratory for Technology Applied to Education).