Exploring how interactive Ethno-STEM learning affects university students' 21st-century skills

Education seeks to improve 21st century skills. In facing the challenges of an increasingly complex modern era 21st century skills, such as critical thinking, creativity, collaboration, communication, and digital literacy, are important. The method of this paper uses documentation analysis and literature study on project-based learning and 21st century skills. Data will be collected from various sources such as educational policies, writing reports, and related scientific publications. The results of this paper are expected to provide a better understanding of the development of 21st century skills through project-based learning. the conclusion of this paper, it is expected to find ways that can be used to develop 21st century skills in education. The implications of this writing are expected to provide valuable input for educators to be able to develop 21st century skills through projects created and educators can design and implement curriculum that supports the development of 21st century skills well.

Due to the new technologies that are coming on the market at a growing speed and of the fast technological changes of our world there is a need to continuously improve the population’s skills, knowledge and competences. Therefore, we all have to be lifelong learners in order to be up to date, to develop ourselves and sharp our skills. There are many benefits of lifelong learning in addition to increasing job prospects and supplementing professional competence such as it helps to keep the mind sharp and improve memory, enhances self-esteem, helps us to adapt to society’s changes, helps us to make new friends as we are meeting new people during the learning activities. To become a lifelong learner a person must have developed 21st century skills such as digital literacy, communication, critical thinking, problem solving, collaboration, creativity and imagination, in order to be able to identify the learning activities he/she has to undertake in order to improve his/her knowledge and skills. This paper investigates four 21st century skills frameworks that support lifelong learning. We present: (1) the Assessment and Teaching of 21st Century Skills (ATC21S) project, (2) the Organization for Economic Cooperation and Development (OECD), (3) the United Nations Educational, Scientific and Cultural Organization (UNESCO) and (4) Partnerships 21 (P21) Framework for 21st Century Learning. An in-depth analysis of these frameworks shows the overlaps and the differences among these frameworks in terms of proposed skills and allow us to identify important 21st century skills. After discussing some important 21st century skills (e.g. digital literacy, communication, collaboration), we compare and discuss the role of six teaching approaches (pedagogy methods) in developing these skills. The studied approaches are Problem-Based Learning (PBL), Flipped Classroom (FC), Serious Games (SGs), Self-Directed Learning (SDL), Computer Supported Collaborative Learning (CSCL) and Personalised Learning (PL). Then we analyse the skills that are developed by each pedagogy. To conclude, Re-skilling and updating competencies will be required in the near future, due to the rapid technology advancements that come in our workplace and day-to day life activities. In order to cope with these fast changes people will have to change into a lifelong learner and develop 21st century skills. The four 21st century skills frameworks have identified a set of required 21st century skills and are presented and compared. The paper will also discuss and compare six pedagogies that the current education systems should apply in the learning and teaching process in order to ensure the development of the 21st century skills such as digital literacy, communication, collaboration, critical thinking, problem solving, decision making and creativity, thus fostering long-life learning.

This research study focused on the students perception on the utilization of Flipped Classroom and the development of 21st century skills among Grade 8 students. The descriptive method of research was used to gather the necessary data and information on the level of students perception as to satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and the level of 21st century skills development in terms of critical thinking, problem-solving and collaboration skills. The purpose of this study is to examine if there will be a significant difference on the 21st century skills development before and after the utilization of Flipped Classroom. The developed questionnaire and the pre-test post-test were the main instruments used in gathering data. Gathered data were analyzed and interpreted using appropriate statistical procedures such as mean, Standard Deviation and T – test. The results revealed that students have a positive view of Flipped Classroom in terms of satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and is viewed as an effective approach to learning. In addition, it was also revealed that among the 21st century skills, students had a high level of mastery on collaboration skills, average mastery on critical thinking skills and below-average mastery on their problem-solving skills. Furthermore, the study indicated that there is a significant difference in the development of 21st century skills among students before and after the utilization of Flipped Classroom Learning Approach. Utilization of innovative teaching approaches such as Flipped Classroom can help students develop 21st century skills that will help them adapt and succeed in a world with rapidly changing technological advancement and globalization.

The research aims to determine whether secondary school students’ digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father’s education level while there is no significant difference between secondary school students’ digital literacy levels by their father’s education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students’ 21st-century skills and digital literacy levels, and between the “confidence in problem-solving skills” and “avoidance” sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students’ 21st-century skill levels. However, secondary school students’ 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.

Background. The growing diversity of classrooms and the rapid transformation of global communication demand English language education that not only develops linguistic competence but also equips learners with essential 21st-century skills. Multicultural English language education is increasingly viewed as a strategic approach to fostering critical thinking, creativity, collaboration, communication, and intercultural awareness. However, empirical evidence on how multicultural pedagogical practices contribute to these skills remains limited. Purpose. This study aimed to examine the role of multicultural English language education in developing students’ 21st-century skills. Specifically, it investigated the extent to which multicultural learning activities influence students’ critical thinking, communication, collaboration, creativity, and intercultural competence in English language classrooms. Method. A mixed-methods research design was employed involving 210 secondary and university-level students from culturally diverse educational settings. Quantitative data were collected through a validated 21st-century skills questionnaire, while qualitative data were obtained from classroom observations and semi-structured interviews. The quantitative data were analyzed using descriptive statistics and regression analysis, and the qualitative data were analyzed thematically. Results. The findings reveal that multicultural English language instruction has a significant positive effect on students’ 21st-century skills, particularly in intercultural communication, collaborative learning, and critical thinking. Students exposed to culturally responsive materials and dialogic learning activities demonstrated higher engagement and greater adaptability in diverse social interactions. Conclusion. Multicultural English language education serves as an effective pedagogical framework for integrating language learning with the development of 21st-century skills. The study underscores the importance of culturally inclusive curricula and learner-centered strategies to prepare students for global citizenship.

Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most. Implications for practice or policy: More functional affordances of AI (e.g., prediction and profiling) should be employed in AI-based tools. This could support higher education students’ 21st-century skills. AI-based tools (e.g., chatbots and intelligent tutors) interact with end users through their data. AI systems have the potential to promote 21st-century skills by using students’ multimodal data. AI technologies should be more integrated into the social sciences and humanities in the higher education context to support students’ 21st-century skills.

Purpose This study investigates the effectiveness of micro-credential learning environments in fostering students’ 21st-century skills, specifically emphasizing artificial intelligence (AI) and Sustainable Development Goals (SDGs). Design/methodology/approach The study utilized a mixed-methods research methodology, which involved analyzing 21st century skill improvements quantitatively and gathering qualitative insights from student experiences. The study sample consisted of 150 undergraduate students currently enrolled in micro-credential programs. The programs integrated online modules, interactive projects and collaborative activities designed to replicate real-world situations and their corresponding answers. Findings Evidence indicates that students engaged in the micro-credential programs significantly enhanced critical thinking, problem-solving and digital literacy. The study indicates that micro-credential learning environments successfully transmits essential 21st-century abilities to students. It implies that educational institutions and policymakers should include micro-credentials in their programs to better equip students to tackle future societal problems and maximize opportunities. Originality/value This study provides insights into the potential of micro-credentials in developing students’ critical thinking and problem-solving skills and provides a pedagogical strategy for actualizing SDG 4 mandates.

Twenty-first-century skills development is a basic requirement in the 21st century. The development of 21st-century skills (critical thinking and problem-solving; creativity and innovation; communication; and collaboration) for students is determined by the learning process in the classroom. The learning process in the classroom involves teachers as learners. It needs to be studied further, what are the difficulties and needs of teachers in developing 21st-century skills for students. The purpose of this paper is to describe the difficulties and needs of high school teachers to implement 21st-century teaching and learning. The method of this research is descriptive and literature studies. Data retrieval is done through questionnaires given to high school teachers in Malang. The questionnaire was filled by 49 biology teachers in Malang who taught class 10-12. The questionnaire tried to find out the difficulties and needs of teachers in teaching 21st-century life skills. The results of the questionnaires given showed that the difficulties experienced by teachers in teaching 21st-century skills related to the condition of students, teachers, facilities, and existing policies. Whereas what the teacher needs in teaching 4Cs (creativity, critical thinking skills, collaboration skills, and communication skills) are innovative teaching and learning models/methods and IT Mastery for teaching and learning.

The utilization of digital media in learning is crucial in the current era of education, especially in training 21st-century skills. This study explores digital media's role in optimizing project-based learning in an Islamic high school in Indonesia. The selection of this school as the research subject is based on the utilization of digital media in the learning process, which has been carried out regularly, so it is beneficial in optimizing project-based learning. This research uses a qualitative approach with a case study design. Data collection was conducted through observation, interview, and document analysis. Data analysis techniques include reduction, display, verification, and conclusion drawing. The results showed that examples of project-based learning activities in this school include learning to make dioramas from recycled paper, resin bed lamps, generator mock-ups, environmental campaign posters, and plant naming signs. These project-based learning activities are instrumental in training students' 21st-century critical thinking, creativity, digital literacy, collaboration, and problem-solving skills. Digital media in this study acts as an idea generator and inspiration to find much scientific information, not least related to making name signs on a plant. This study indirectly contributes insight into examples of teacher creativity regarding the use of digital media to create interesting and meaningful learning.

The focus on 21st-century skills has become a primary concern in education today, especially in the PPL school environment at SMA Negeri 3 Medan. This research aims to identify and analyze liberating educational strategies in developing 21st century skills in the school. The research method used is a qualitative approach with a case study method. Data was collected through interviews with teachers, classroom observations, and analysis of educational documents. The research results show that SMA Negeri 3 Medan has implemented several liberating educational strategies, such as project-based learning, collaboration between students, and empowering students in the learning process. These strategies are designed to improve 21st century skills, such as problem solving, critical thinking, collaboration, communication, digital literacy, and emotional skills. However, there are still several challenges faced by SMA Negeri 3 Medan in implementing liberating education strategies. Therefore, a strong commitment is needed from all relevant parties to continue to develop and strengthen liberating educational strategies to prepare students to face the demands of the 21st century.

The mediating role of critical thinking and cooperativity in the 21st century skills of higher education students

This study explores the influence of critical thinking skills and digital literacy on academic essay-writing skills among university students. Employing an associative quantitative approach, it examines the relationship between two independent variables—critical thinking skills and digital literacy—and the dependent variable, academic essay-writing ability. Data were collected through a cross-sectional survey of a sample of 150 students selected using simple random sampling and analyzed using Structural Equation Modeling (SEM) with SmartPLS software. The findings reveal that critical thinking skills exert a significant and dominant influence on academic essay-writing ability, whereas digital literacy makes a smaller but still significant contribution. These results underscore the importance of integrating critical thinking skills and digital literacy into the educational curriculum as a strategy to enhance the quality of students’ academic writing. This research also offers recommendations for educators and policymakers to design more effective learning approaches that support the development of students’ 21st-century skills.

Ubiquitous learning is transforming education by enabling human-focused learning through seamless access to resources from anywhere. In addition, these tools enhance context understanding and make it easy to interact between real and digital learning resources, all while offering individualized learning opportunities. This research surveyed public sector university teachers in the Sindh and Punjab provinces of Pakistan to gather their opinions on how Web 2.0 tools and ubiquitous learning are affecting the development of 21st-century learning skills in students. The research aimed to assess the impact of Web 2.0 tools for ubiquitous learning (UL) on the critical thinking and collaboration skills of graduate-level students. To collect data, the study administered a self-developed questionnaire with 50 items rated on a 7-point Likert-type scale to 500 university teachers. This constituted the primary data for the research. According to the findings, ubiquitous learning has a noteworthy effect on fostering critical thinking and collaboration skills in university students. To make ubiquitous learning successful, both private and public sector universities must have adequate ICT infrastructure and provide teacher training that focuses on ICT-based teaching methods. The study can assist university teachers in establishing a ubiquitous learning (UL) environment that employs web 2.0 tools, thereby enabling students to effectively enhance their 21st-century learning skills, including critical thinking and collaboration.

While the benefits of active learning to student experiences are well documented, less is known about active learning in online education, especially with regard to the development of 21st century skills. Here we address this gap in the context of online Science, Technology, Engineering, and Mathematics (STEM) higher education. 744 undergraduate students participated in a survey during the Spring 2020 term. The survey asked about learning design, perceived development of 21st-century skills, and overall satisfaction with the course. We extracted the relationship between various properties of course design (such as frequency of groupwork) and the self-reported development of key 21st-century skills. Results corroborated earlier findings, showing that these skills can be grouped into three sets: communication and collaboration skills, domain-general skills, and STEM-specific skills. We further found that designs for active learning explain students’ development of 21st century skills. In particular, it was individual work, group work, long-term work, and synchronous work that explain variance in students' reports of skill development. Moreover, supporting students in the development of their 21st-century skills was associated with greater overall satisfaction with the course. Our findings suggest that activities in the higher levels of the Interactive, Constructive, Active, and Passive framework (ICAP; Chi et al., 2018) are associated with greater learning of key 21st-century skills and increase students’ overall satisfaction. We discuss implications for design and institutional support.

In today’s fast-changing global environment, education must equip learners not only with academic knowledge but also with essential 21st-century skills such as critical thinking, communication, leadership, collaboration, and creativity. While national policies like India’s NEP 2020 emphasize holistic and competency-based learning, there remains a significant research gap regarding the extent to which these goals are realized in residential girls' schools, particularly in underserved or rural contexts. This study addresses this gap by evaluating how effectively Kanya Shiksha Parisars (KSPs) in Madhya Pradesh are fostering 21st-century skills among girl students through a holistic and inclusive educational approach. To achieve this, a mixed-methods research design was employed, combining quantitative survey data and qualitative insights. The study draws on responses from 1,259 students, 130 teachers, and 26 head teachers across 26 Kanya Shiksha Parisar’s (KSPs) of Madhya Pradesh, selected through stratified random sampling. Quantitative data from structured student questionnaires and qualitative feedback from semi-structured teacher interviews and Focus Group Discussions were analyzed to assess the development of skills such as teamwork, time management, leadership, and problem-solving. Findings indicate a high level of student engagement in skill-building activities, with over 85% affirming the positive role of KSPs in their personal development. However, the study also reveals gaps in digital literacy, access to leadership opportunities, and creative skill enhancement. Teachers express strong intent to support these competencies but are constrained by curriculum overload and limited resources, which hinder the integration of innovative pedagogies. The study concludes that while KSPs are significantly contributing to girls’ 21st-century skill development, further progress depends on systemic support, targeted teacher training, and infrastructure development.