The predictive role of cognitive flexibility in 21st century skills among esports players

This study aims was investigated to the relationship between preservice science teachers’ 21st-century learner and teacher skills and their science learning self-efficacy beliefs. The research method was used the relational research method, one of the quantitative research methods. 318 preservice science teachers studying in the third and fourth grades of the science education department of the education faculties of three public universities constitute the sample of the study. Data collection tools of this study were used the 21st-Century Learner Skills Scale, the 21st-Century Teacher Skills Scale and the Science Learning Self-Efficacy Questionnaire. The data obtained from the scales were analyzed by structural equation modelling (SEM). In the results obtained from the study data, the preservice science teachers' 21st-century teacher skills and 21st-century learner skills were determined as predictors of their science learning self-efficacy beliefs. It was discovered that preservice science teachers' 21st-century teacher skills negatively correlated with their science learning self-efficacy beliefs, and 21st-century teacher skills were a predictor of science learning self-efficacy beliefs. Studies to identify the relationship between different dimensions of science education and 21st-century skills will contribute to the relevant literature.

The purpose of this study is to identify the relationship between teacher competence and 21st century skills. Besides, the study also examines the influence of each dimension on teacher competence that contributes to predictive factors in 21st century teachers' skills in teaching. A total of 242 secondary school teachers TS25 Cohort 1 North Zone of Peninsular Malaysia selected as study participants. The study also used quantitative approaches involving systematic random sampling. There are two instruments used in the study which are variables of teacher competence based on the Malaysian Teacher Standards by the Ministry of Education Malaysia (2009) and 21st century skills based on the 21st Century Knowledge and Skills in Teacher Educator framework by Partnership For 21st Century Skills (2010). The analysis of the study shows that there is a robust and positive relationship between professional competence and 21st century skills among teachers. The findings also predict that personal characteristics, pedagogy, professional, information and communication technology (ICT), as well as school management and development, are significant contributors to 21st century skills. The findings also show that the dimensions of teacher competence have the potential to help further develop the potential of teachers in line with 21st century learning (PAK-21) concepts. The 21st century skills are the heartbeat for teachers to improve the quality of teaching in line with current educational developments.

<p><em>The 2013 curriculum was designed and developed to facilitate skilled teachers and students in increasing learning interactions, especially in the 21st century. 21st century skills are a challenge for teachers and students to be able to adapt to the current era. 21st century skills need to be integrated and implemented in learning with the aim of creating generations according to current needs and demands. This study aims to implement 21st century skills by developing learning tools with TPACK, HOTS, and STEAM or STEM content, with problem- and project-based learning models (PBL and PJBL). The method used is descriptive analysis through the stages of observation, interviews to identify problems, conducting group discussion forums, making instrument angles, observation guidelines, and interview guidelines. Data collection was carried out on V grade elementary school students, totaling 30 people by using an interview guide questionnaire and a checklist for observation. The research findings are evidenced by three stages, namely learning planning through learning tools that include 21st century or 4C skills, implementing the learning process and evaluating the implementation of learning. The data shows that students are able to participate in activities oriented to the 4C skills, Critical Thinking and Problem Solving, Creativity and Innovative, Collaborative, and Communicative. Through 21st century or 4C skills, students are more active and able to collaborate with other students, and have self-confidence.</em></p>

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.

In the developing and changing world, new technologies, a virtual reality world, and new forms of communication are produced every day. All these developments create the need to develop new skills, not only to exist in the digital world but also to exist in social life and social systems. Early childhood is a sensitive period for skill development in human life. Therefore preschool teachers are one of the most important contributors in raising generations that can adapt to the changing and developing world. This research aimed to examine the 21st-century skills of preschool teachers. The research was planned with a mixed method and data were collected from 216 preschool teachers in the quantitative dimension and 20 preschool teachers in the qualitative dimension. Data were collected with a teacher demographic information form, a 21st-century learner skills scale, and semi-structured interview questions. As the quantitative results of the research, it was seen that preschool teachers have 21st-century skills such as cognitive skills, cooperation and flexibility skills, autonomous skills, and innovative skills. When the qualitative findings of the study were examined, it was seen that the "creativity" skill was frequently emphasized in 3 themes in the learning-teaching process. These themes are; preschool teachers' views on 21st-century skills they have, their views on 21st-century skills that preschool teachers should have, and their views on 21st-century skills they have. It is seen that the qualitative and quantitative results of the research support each other and it can be said that preschool teachers are good at 21st-century skills..

The Curriculum and Material Development (CMD) course content is contextualized in accordance with technological advancements in the era of the Fourth Industrial Revolution and the community's need for educators who possess 21st-century skills. This revision involves integrating 21st-century skill values into curriculum development, syllabi, teaching materials, media, methods, and learning evaluation. Therefore, this study focuses on integrating 21st-century skills and 21st-century digital skills, including critical thinking, creative thinking, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, initiative, social skills, productivity, and leadership, into the CMD course. This study employs the Research and Development method, which involves identifying the problem, describing existing issues, creating a design, validating the design with experts, revising the design of the English learning model, conducting trials, and making revisions. The study's outcomes include three areas of integrating 21st-century skills into the CMD course. The first area involves integrating 21st-century skills into the preliminary activity of designing lesson plans. Secondly, in the process, 21st-century skills should be integrated into the design of learning materials and tasks. Finally, after the activity, 21st-century skills should be integrated into the evaluation and reflection process. The CMD course aims to integrate 21st-century skills throughout the language curriculum. It covers Communicative Syllabus Design, Text-Based Syllabus Design, Product-Oriented Syllabus Design, Process-Oriented Syllabus Design, Content-Based Curriculum, Integrated Curriculum, EFL Curriculum, and EFL Syllabuses and Lesson Plans for Indonesian Students.

In our increasingly complex lives, 21st Century or Transversal Skills such as collaboration, communication, problem solving, and critical thinking are seen as key to the development of successful individuals. In response to the changing needs and expectations of industry, this focus on 21st Century Skills has begun to filter down into universities and other higher and further educational institutions and is now becoming an important factor in the K-12 educational sector. These skills are often implicit in lessons and so can be difficult for students to identify and express. Their implicit nature also means that they are not traditionally taught to students and so measuring or assessing the development of these skills can be problematic. Furthermore, the development of these skills is not constrained to the classroom environment but occurs in many different contexts and environments. Additionally, the recognition of these individual student learning needs in and around these skills along with the ability of these skills to assist in the accessibility of the classroom is a challenge to be met. To address these challenges we have developed SkillTrack! framework and learning application for mobile devices such as tablets that brings together innovative pedagogy and supportive technology to promote the practice, development and self-assessment of 21st Century Skills in the K-12 space. The effectiveness of SkillTrack! as a teaching and learning tool for 21st Century Skills has been evaluated in an authentic classroom context; the final evaluation of the application validates not only the concept and design premises but also the need for such an application.

Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.

The aim of this study is to examine the effects of science courses conducted using the Common Knowledge Construction Model (CKCM) on 7th-grade students’ 21st-century life skills and their interest in STEM fields. The research was carried out by adopting a mixed-method design. During the implementations, the lessons were taught according to the CKCM in the experimental group and the 5E learning model in the control group. The study was conducted with a total of 50 students studying in the 7th grade in the 2023-2024 academic year. The 21st Century Life Skills Scale, the STEM Interest Scale, and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed with parametric tests, and qualitative data were evaluated with the content analysis method. According to the findings, it was seen that the implementations conducted in both the experimental and control groups were practical on the 21st-century life skills and interest in STEM fields of 7th-grade students. It was determined that the developments in these areas of the students in the experimental group in which CKCM was implemented were more pronounced compared to the control group. The students who participated in the interview stated that CKCM-supported science education provided positive effects such as understanding the nature of science, developing a discussion culture, increased awareness of socio-scientific issues, developing 21st-century skills, and increased interest in STEM careers. To reveal the effects of CKCM in more detail, it is recommended that this model be implemented in various units and topics in science course and that the results be reported.

One of the methods that can facilitates students to remember the formulas and terms in math easily is mnemonic technique. This study aims to determine whether there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. This research was conducted at Vocational High School and used the experimental method. The experimental class is treated mnemonic techniques as a form of creativity in 21st century skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis used t-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. Classes with mnemonic techniques as a form of creativity in 21st century skills give better learning outcomes than the ones in conventional learning classes. This happens because the application of mnemonic techniques can improve students’ memory. One of the methods that can facilitates students to remember the formulas and terms in math easily is mnemonic technique. This study aims to determine whether there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. This research was conducted at Vocational High School and used the experimental method. The experimental class is treated mnemonic techniques as a form of creativity in 21st century skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis used t-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. Classes with mnemonic techniques as a form of creativity in 21st century skills give better learning outcomes than the ones in conventional learning classes. This happens because the application of mnemonic techniques can improve students’ memory. One of the methods that can facilitates students to remember the formulas and terms in math easily is mnemonic technique. This study aims to determine whether there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. This research was conducted at Vocational High School and used the experimental method. The experimental class is treated mnemonic techniques as a form of creativity in 21st century skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis used t-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. Classes with mnemonic techniques as a form of creativity in 21st century skills give better learning outcomes than the ones in conventional learning classes. This happens because the application of mnemonic techniques can improve students’ memory. One of the methods that can facilitates students to remember the formulas and terms in math easily is mnemonic technique. This study aims to determine whether there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. This research was conducted at Vocational High School and used the experimental method. The experimental class is treated mnemonic techniques as a form of creativity in 21st century skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis used t-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying mnemonic techniques as a form of creativity in 21st century skills and conventional learning to learning outcomes. Classes with mnemonic techniques as a form of creativity in 21st century skills give better learning outcomes than the ones in conventional learning classes. This happens because the application of mnemonic techniques can improve students’ memory.

Several conceptual and theoretical studies on the importance of science-technology-engineering-mathematics (STEM) careers and the 21st century skills required for these careers have been carried out; because they have been accepted as important for the improvement of society and maintenance of economic growth. However, there has not been research within the current educational literature examining the relationship between 21st century skills and STEM career interests of middle school students. Therefore, the main aim of this study is to examine the presence and level of the relationship between middle school students’ 21st century skills and their interest in pursuing a STEM career. In addition, the presence of significant differences between male and female students’ STEM career interest and 21st century skills was also investigated. The participants of the study were 282 middle school students. The research was completed via a quantitative study based on the relational survey model; data collection tools were STEM career interest survey and 21st century skills scale. A Pearson product-moment correlation method was used to explore the presence and level of the relationship between students’ 21st century skills and STEM career interest. In addition, an independent samples t-test was used to answer whether there are significant differences between students’ STEM career interest and/or 21st century skills in terms of gender. The findings showed that there is a statistically significant relationship between students’ 21st century skills and STEM career interest. In addition, there is not a significant difference between female and male students’ STEM career interest, while there is a significant difference between their 21st century skills.

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.

This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pearson Correlation Analysis and Regression analysis. There were significant positive relationships between all dimensions of educational administrators’ 21st century skills and strategic leadership behaviors. Besides, education managers’ 21st century skills were found to be a significant predictor of their strategic leadership behaviors. As a result of the research, it was revealed that information literacy, technology literacy, accountability, leadership and responsibility were significant predictors of managerial leadership behavior. School administrators need to increase their levels of knowledge literacy, technological literacy, accountability, leadership, and responsibility skills in order to improve their managerial leadership behaviors.

21st century and global skills are generally described as competencies for communication and problem solving skills as well as developing the ability to view content-specific issues through a multicultural perspective. Preparing K-12 students for science futures means they must have opportunities to concurrently acquire skills in 21st century and global learning. Additionally, the professional biology community has called for advancing middle grades students’ knowledge of complex scientific phenomena using novel pedagogies like Project-Based Learning (PBL). Thus, middle grade educators are now tasked to design classroom opportunities for STEM-focused PBL using global interaction such to develop and refine global and 21st century skills and developing students’ content knowledge. This classroom centered project paired middle school students in Texas with Chinese peers to collaborate on a biology-based Project-Based Learning (PBL) activity on the complex topic of genetics. During the 7 day-long unit on heredity, the goal was to utilize global collaboration in STEM to not only understanding inheritance and differentiate between dominant and recessive traits, but also embed global competencies and 21st century skills. The context, planning, and outcomes of the global collaboration are discussed as well as recommendation for future collaborations in Global STEM collaborations in middle school.

Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.