Work-Based Learning as a Catalyst for Sustainability

Abstract

This research examines architecture graduates' perceptions of their proficiency in 21st-century skills. A quantitative methodology was employed for this study. The data was obtained through a structured questionnaire, which 141 architecture graduates completed. The online survey assessed the graduates' 21st-century skills. The collected data was analyzed using SPSS version 25. The findings show that the graduates' level of proficiency in 21st-century skills is generally moderate, with information; media and technology skills; and life and career skills being the most prominent. The graduates rated their learning and innovation skills the highest (M=3.76), followed by moderate scores for both life and career skills (M=3.60) and information, media, and technology skills (M= 3.04). The study adds to the existing literature on 21st-century skills by providing a student perspective on the topic, which has not been widely explored in published research.