Empowering education professionals with twenty-first century skills through Master’s of Education dissertation/thesis work

This paper aims to explore the potential role of Master’s Education dissertation/thesis work in developing twenty-first century skills. A total 600 education professionals studying programmes five countries – Poland, Portugal, England, Latvia, and Romania were surveyed. The findings have revealed that participants recognise usefulness skills for their (future) professional practice, perceive as a valuable foundation these study offers practical implications designers contributes our understanding this assignment is not only formal requirement obtaining degree, but it also serves pathway towards deepening students’ learning.