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Problem Statement. The proliferation of social media and technology has changed how students learn and communicate (Farinloye, Wayne, Mogaji , & Watat 2020) . However, employers in many developing countries report a lack of skilled workers as a major and increasing bottleneck for their operations affecting their capacity to innovate. Additionally, large-scale international assessments of adult skills generally point to skill mismatches and large variations in returns to education across fields of study, institutions, and populations groups (World Bank, 2021). Considering this, education leaders must deliver high-quality education that develops global learners and thinkers, change agents needed to improve our fast-paced world. Therefore, it is advisable for education leaders to embrace technology for developing students’ competencies channeling them towards the global economy..

Definition of terms. New Global Economy : Describes the 21 st century economy that is composed of a trilogy of interactive features that include globalization, trade liberalization and the information technology and communication revolution ( Passaris, 2015)..

Definition of terms. Social media - refers to computer-based technologies that facilitates the efficient sharing of ideas and information through virtual networks and online communities. It also refers to website applications designed to allow people share content quickly. ( Achoda & Wordu 2019).

Methods of Distribution - WhatApps . Email, Phone.

the levels of prevalence of the issues. concerns associated with the issues as reported..

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Responses and Practices of the Institutions and Evaluation - 21st Century Education.

Responses and Practices of the Institutions - 21st Century Education.

Responses and Practices of the Institutions and Evaluation- Social Media.

Improve digital Infrastructure. Facilitate Teacher Training in Identified Areas.

References. Limitations Ethical Conduct. Achoda , Nicholas Achoda , Steve Wordu (2019) Effects of Social Media on Students of American University of Nigeria : International Journal of Research and Innovation in Social Science Volume III, Issue V, May Ahamer , G. (2015). Quality assurance in transnational education management: The developmental “Global Studies” curriculum. In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 1271-1313). IGI Global. Begum, R, & Liton , H. A. (2018). NEEDS AND DEMANDS OF 21st CENTURY LEARNING SKILLS: A REFLECTIVE APPROACH International journal of English Language, Li terature and Translation studies ( iJELR ). Retrieved from https://www.researchgate.net/profile/Hussain-Liton/publication/340092426_NEEDS_AND_DEMANDS_OF_21_st_CENTURY_LEARNING_SKILLS_A_REFLECTIVE_APPROACH/links/5e77c1f392851cf271a0aeae/NEEDS-AND-DEMANDS-OF-21-st-CENTURY-LEARNING-SKILLS-A-REFLECTIVE-APPROACH.pdf Haynes C, ( 2018). “Preparing for the 21 st Century”. Central Bank of Barbados. Retrieved from: http://www.centralbank.org.bb/search/article/9471/preparing-for-the-21st-century Mosier, G. G., Bradley-Levine, J., & Perkins, T. (2016). Students’ perceptions of project-based learning within the New Tech school model. International Journal of Educational Reform, 25(1), 2-15. Passaris , C. E. (2015). Internalization and the new global economy of the 21st century. In Encyclopedia of Information Science and Technology, Third Edition (pp. 3197-3205). IGI Global. World Bank, Understanding Poverty. Skills Development. (2021, July 21). retrieved from https://www.worldbank.org/en/topic/skillsdevelopment#1 Farinloye, T., Wayne, T., Mogaji , E., & Watat , J. K. (2020). Social media for universities’ strategic communication. In Strategic marketing of higher education in Africa (pp. 96-115). Routledge..