R. Machmud Sugandi
The rapid development of science and technology, globalization in the economic and labor sectors, the industrial revolution 4.0, the challenges of the era of society 5.0, and changes in policies in institutional governance cause complex and ambiguous uncertainty, this phenomenon is called environmental turbulence. The phenomenon of uncertainty and also accompanied by the Coronavirus outbreak that has hit many countries, adds to the difficulties for a country, especially in providing health services, education, and also results in weakening economic growth. Vocational education, especially in the field of civil engineering, is one of the backbones of the country to be able to immediately recover from an economic downturn in a country. It can be seen that construction projects by the Government are still allowed to carry out activities to complete work even during a pandemic and with strict health protocols. Vocational education in the current era does not only meet the competency needs of industrial workers, but must be proactive in capturing and anticipating the uncertainty that occurs in the environment. Vocational teachers as competency-forming agents are required to have sensitivity to the turbulence of the environment, the graduates produced are not only prepared to master hard skills, but also should be have creative, innovative, critical thinking power, and have the power to adapt to changes full of uncertainty. To produce capable graduates, prospective vocational teachers must focus on being educated on the essential competencies of hard skills and soft skills that are relevant to civil engineering. In this study, the formulation of the essential competencies integrated into 21st century learning in civil engineering pre-teacher education will be discussed which is adaptive to environmental turbulence. © 2022 Author(s).
Department of Civil Engineering, Faculty of Engineering, Universitas Negeri Malang, Indonesia
