The use of 21st century skills is becoming more and more essential within the educational field (Dienst Onderwijsontwikkeling & Internationalisering, 2016). It not only is related to the new skills of the student, but also to the teacher, the motivating learning environment and all partners within the educational institution. We live in a society that is characterized by many sources of information. What is essential for alumni? How can they, as a person, get started with their talents and their learning outcomes? Globalization ensures that colleges and universities increasingly start benchmarking and collaborating internationally. There is an increasing awareness of the proximity of another. Many concerns continue to be raised. Do we dare to share our precious know-how? Do we dare to question traditional systems? Are students able to take on a more active role? How do we deal with that? Which responsibilities can we include in order to offer a high-quality added value? In short, the students and educators get a new role. Today’s society faces a challenge and it is the task of educational institutions to provide young people with the necessary tools to actively contribute to this ‘new’ society. The student is an active partner in his own educational learning process. How can institutions learn to deal with this? Are educational institutions a knowledge-transferring institute or a coaching institute? In addition to our core assignment, how do we ensure that students are digitally literate, that they develop a broad international and intercultural vision? That they act sustainably and have a sense of entrepreneurship? And that they have developed sufficient basis in research? Many institutions are therefore shifting their teaching and learning towards equipping students with knowledge, skills and dispositions that prepare them for learning in a complex and uncertain world (Buckingham Shun & Deakin Crick, 2016 in Demedts and Van Puyenbroeck, n.d.). This is especially the case in higher and adult education which is characterised by an increasingly diverse body of students with different backgrounds and insights, including learners with additional degrees and prior work experience. According to Voogt & Roblin (2010) more focus on 21st century skills is therefore needed within education.