21st Century Skills Research Articles

Talent Development in Inclusive Classrooms: An Analysis of Student Growth

In this 21st century context, communities and nations cannot afford to lose the talents of any young people. Shifts in thinking and practices are needed: from one-dimensional definitions to varied talents and 21st century skills of creativity, critical thinking, collaboration, and communication; from identification to assessment; from the goal of eminence to wisdom; from special programs to services in inclusive settings. To substantiate these changes, we analyzed student growth in creative problem solving in mathematics and science, and knowledge structure in an Australian school. Significant gains were made by all students at all levels of performance on three assessments, showing that all students in inclusive classrooms benefitted from the implementation of Maker's (1982) talent development principles. Implementing a teaching model such as Real Engagement in Active Problem Solving (REAPS) and assessment of creative problem solving are recommended. Instruments with no ceilings are needed, especially for assessing growth of high ability learners.

Project-Based Learning Implementation in Higher Education: Theoretical and Practical Issues

These days, 21st century learners need to develop different skills in order to be successful in their academic and professional lives. To respond to these needs, educators are supposed to prepare learners to successfully accomplish diverse and complex tasks in this changing world. Therefore, innovative pedagogies including project-based learning are required to facilitate the task of 21st century teachers and learners. Although diverse new teaching and learning techniques have been suggested, the focus in this paper is on project-based learning. This paper, then, aims at discussing and reviewing project-based learning and its implementation especially in a higher education context. It outlines the challenges that professors encounter while using this teaching practice as well as suggesting some possible suggestions to overcome those obstacles. It also seeks to compare and contrast between traditional forms of teaching and project-based learning. Key words: challenges, higher education, implementation, project-based learning, 21st century skills

Examining the Influence of Demographic Factors on Problem-Solving Ability: A Study of Gender, Family Structure, and School Characteristics

Problem-solving involves overcoming obstacles that hinder goal attainment and finding optimal solutions to issues. This ability empowers learners to address challenges they encounter effectively. Consequently, problem-solving has become one of the most crucial 21st-century skills for better future adjustment in a complex society. This paper examines gender, family type, school type, and locality as correlates of problem-solving ability. The researchers conducted descriptive research with 1,200 secondary school students from the Thoubal district of Manipur. They used the Problem-solving Ability Test (PSAT), which they constructed based on five dimensions of problem-solving ability, to collect data. The findings reveal that male students significantly outperformed female students in the PSAT. Although students from joint families performed slightly better than those from nuclear families, the difference was insignificant. Additionally, students in private schools significantly outperformed those in government schools. Moreover, students from urban schools substantially outperformed those in rural schools on the PSAT.

Student Misconceptions about Heat Transfer Mechanisms: An Island Ethnophysics Study

Learners’ conceptual frameworks vary greatly, but they develop from their everyday experiences over time and change as they mature. Their intuitive understanding of the world around them often needs to match scientific concepts as seen by experts. It is essential in culturally based teaching to recognize how these naïve conceptions differ from scientific explanations of concepts and why children construct these ideas. Heat transfer mechanisms are conceptually rich material. Particularly in the Indonesian context, little effort has been made to reduce misconceptions. This prompted us to conduct a study in this area. We present a study on students’ misconceptions about heat transfer mechanisms, namely conduction, convection, and radiation. This study aimed to analyze students’ misconceptions about heat transfer mechanisms through an ethnophysics study. The method used was a non-experimental quantitative case study. In addition, a survey was conducted in the form of a diagnostic test in the form of questions related to heat transfer for 100 students. The findings in the field show that students experience relatively high misconceptions. So far, teachers have not accustomed students to learning from contextual things in the form of local wisdom around them. They have given scientific questions to search for, find, and provide answers and solutions to these natural phenomena. The teacher mainly pursues cognition and physics problems in textbooks and less explores contextual matters. Future research is suggested to develop physics teaching materials based on local wisdom oriented to 21st-century life skills that can support students to live in the future. Keywords: student misconceptions, heat transfer mechanisms, island ethnophysics

The Impact of Educational Transformation and Social Media on Students’ Achievement

The traditional education system, characterized by teacher-centered instruction and standardized curricula, is increasingly seen as inadequate for developing essential 21st-century skills such as collaboration, critical thinking, and adaptability. In response, educational transformation has emerged, driven by technological advancements and the increasing use of social media. This study explores the impact of educational transformation, focusing on how social media fosters collaborative learning, enhances digital literacy, and supports student engagement. While social media has become a powerful tool in reshaping the educational landscape, challenges such as privacy concerns, digital distractions, and misinformation remain significant. By analyzing current research, this paper provides a comprehensive understanding of how social media can both enhance and hinder educational outcomes. The study also highlights the importance of developing strategies to maximize the benefits of social media while addressing its risks, ultimately contributing to the ongoing transformation of education.

Optimizing Collaboration and Communication Skills of Pre-Service Biology Teachers Based on Cognitive Styles through Scientific Paper Tasks

Collaboration and communication have become essential skills in biology learning today. This research aims to describe pre-service biology teacher students' collaboration and communication skills based on reflective and impulsive cognitive styles through scientific paper tasks. This research is designated employing exploratory research using quantitative and qualitative paradigms. The subjects were five reflective and five impulsive students. This study used a familiar figure-matching test to assess cognitive style and an observation sheet to evaluate collaboration and communication skills. The results reveal that impulsive students with high collaboration skills are more than 50%, while reflective students with high collaboration skills are less than 50%. Reflective and impulsive students show distinct strengths in various indicators of communication skills. This research concludes that impulsive students' collaboration skills are superior to those of reflective students. Based on the communication skills indicators, impulsive and reflective students each have different advantages in communication skills. The results have implications for improving the quality of pre-service biology teacher graduates. Pre-service biology teacher students who can write scientific papers will have their 21st-century skills trained. The 21st-century skills trained in writing scientific papers include collaboration and communication, critical thinking, creativity, and digital and information literacy. These 21st-century skills are essential for individuals, including teachers, to face complex problems in the global era.

Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow

The purpose of this study was to investigate school administrators and teachers’ following innovations in pre-school education in terms of the learning organization perspective. We examined their following the innovations in terms of Information and Communication Technology (ICT) Competencies, 21st Century Skills, and Innovative School. A total of 207 participants (School Administrators N =33 & Teachers N = 174) were recruited in this research. The data collections tools were Information and Communication Technology Competency Scale (ICTC), Multidimensional 21st Century Skills Scale, and Innovative School Scale (ISS). Our results have shown that school administrators and teachers have positive attitudes towards following innovations in education. Participants, however, have some concerns over innovative atmosphere and organizational impediments in terms of the innovative school. Further, the results in innovative school showed a statistically significant difference in favor of male participants. The results of the regression analysis have revealed that there is a significant relationship between multidimensional 21st century skills and the innovative school variables at a high level. Although the participants' multidimensional 21st century skills significantly predicted their innovative school scores, we found that the ICT Competence variable alone did not predict or affect it. Limitations and recommendations for future research are provided, as well.

CONECTANDO CONCEITOS: O IMPACTO DOS MAPAS MENTAIS DIGITAIS DINÂMICOS NA APRENDIZAGEM DE SISTEMAS LINEARES

Traditional teaching methods tend to emphasize verbal and linear learning, focusing on isolated information rather than identifying relationships between concepts. However, building meaningful understanding requires visualizing these conceptual interconnections. The shift from a linear approach to integrated network models, such as mind maps, facilitates this knowledge organization, allowing students to develop a deeper understanding of concepts. With the advent of distance learning, additional challenges arise in the production of teaching materials, requiring critical reflection on the potentialities and challenges of digital technologies in pedagogical practice. Therefore, this research investigates the effectiveness of using dynamic digital mind maps (DDMM) in learning Electrical Engineering, focusing on the Linear Systems course. The study aims to evaluate, through a data collection instrument, how mind maps can assist students in understanding mathematical and abstract concepts, highlighting two perspectives: how students learn, and their perceptions of meaningful learning based on Digital Educational Resources. The experience emphasized a lesson plan for knowledge construction in the face of the challenges of 21st-century engineering education, developing competencies and skills for solving real and interdisciplinary problems.

Application of Prompt Learning Models in Identifying the Collaborative Problem Solving Skills in an Online Task

Collaborative problem solving (CPS) competence is considered one of the essential 21st-century skills. To facilitate the assessment and learning of CPS competence, researchers have proposed a series of frameworks to conceptualize CPS and explored ways to make sense of the complex processes involved in collaborative problem solving. However, encoding explicit behaviors into subskills within the frameworks of CPS skills is still a challenging task. Traditional studies have relied on manual coding to decipher behavioral data for CPS, but such coding methods can be very time-consuming and cannot support real-time analyses. Scholars have begun to explore approaches for constructing automatic coding models. Nevertheless, the existing models built using machine learning or deep learning techniques depend on a large amount of training data and have relatively low accuracy. To address these problems, this paper proposes a prompt-based learning pre-trained model. The model can achieve high performance even with limited training data. In this study, three experiments were conducted, and the results showed that our model not only produced the highest accuracy, macro F1 score, and kappa values on large training sets, but also performed the best on small training sets of the CPS behavioral data. The application of the proposed prompt-based learning pre-trained model contributes to the CPS skills coding task and can also be used for other CSCW coding tasks to replace manual coding.

Implementation of Integrated STEM Learning in Educational Robotics towards 21st Century Skills: A Systematic Review

Science, technology, engineering and mathematics (STEM) has become a frequently discussed topic in education in recent years. This study aims to categorize research findings related to Educational Robotics through Integrated STEM Learning towards 21st century skills in 2019-2024. In its review, this study used PRISMA systematic review. Paper searches were conducted on Scopus, ScienceDirect, and DOAJ databases on December 2023-January 2024. A total of 30 articles to review. The review in this study made it possible to categorize the Implementation of Integrated STEM in the form of Educational Robotics towards the development of 21st century skills in two categories. The first category was based on the improvement of students' abilities, the learning and teaching process, and the relationship with 21st century skills. The second category was based on the evaluation of STEM integrated with Educational Robotics to support 21st century skills. The results from the first category had a strong influence in improving students' abilities, the learning and teaching process, and the relationship with 21st century skills. From the second, it was determined that there is a need for the development of methods in learning educational robotics and it is important to support 21st century skills.

Higher Education Students’ Experiences of Game-Based Learning - Fostering and Hampering Aspects in Virtual Teamwork

The application of digital game-based learning (GBL) methods has lately received more attention in higher education (HE). An extensive body of previous investigations has recognised the potential of instructional games to advance the learning of appropriate work life skills. However, there seems to be a lack of understanding in the current literature regarding the students’ views towards meaningful ways to collaborate in virtual teams during educational activities. The current study is contextualised by a business simulation game and examines university students' experiences through working collaboratively in multi-site teams. In that context, the focus is on the fostering and hampering aspects of virtual collaboration as experienced by the students during the simulation sessions. The study was executed among 66 undergraduate university students in Finland. The data were collected from the students' reflection papers and were then analysed using a qualitative content analysis approach. The evidence shows that students experienced fostering and hampering aspects in relation to communication, collaboration, organising, and technology during the simulated sessions. As these are all very typical to modern distributed collaborative work, we may conclude that the GBL course presented in this study provided students with opportunities to experience and rehearse collaborative virtual teamwork in an authentic work context. Our findings highlight the importance of allowing students to practice 21st century skills in an authentic, safe and stimulating environment. Simulation games provide a feasible context for doing so.

Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach

Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.

Exploring the Predictors of Successful Learning Action Cell Practices of Special Education Teachers

Learning Action Cells (LACs) have emerged as a powerful tool for fostering professional development among educators. By creating collaborative learning communities, LACs empower teachers to share knowledge, reflect on practice, and implement innovative strategies. This study aimed to explore the factors influencing the effective implementation of LACs among Elementary Special Education (SPED) teachers in Davao City. Specifically, the study investigated the extent of LAC session practices and the level of self-efficacy of SPED teachers. A regression analysis was employed to examine the relationship between these variables. The findings revealed a significant positive correlation between LAC session practices and teachers' self-efficacy. SPED teachers demonstrated strong performance in various aspects of LAC implementation, including contextualization, process adherence, and content delivery. Similarly, they exhibited high levels of self-efficacy in classroom management, student engagement, instructional practices, and commitment. These results underscore the effectiveness of LACs in enhancing the professional capabilities of SPED teachers and ultimately improving student outcomes. The study recommends the continued implementation of LACs, with a focus on integrating 21st-century skills and assigning specific roles to team members to maximize their expertise. Future research could explore the long-term impact of LACs on teacher retention, student achievement, and overall school improvement.

Implementasi Kurikulum Merdeka di Pesantren Fathurrobbaaniy Cisoka: Membentuk Generasi Berkarakter dan Kompetitif dalam Pendidikan Islam

The implementation of the Independent Curriculum at Pesantren Fathurrobbaaniy Cisoka aims to shape a generation that is both character-driven and competitive within Islamic education. This study examines how the flexible and contextual approach of the Independent Curriculum can be applied in a pesantren environment to address the challenges of globalization and modernization. Using qualitative methods including interviews, observations, and documentation, this research explores the strategies employed by the teaching staff in integrating this new curriculum. The results indicate that the Independent Curriculum provides flexibility in designing learning programs that are more relevant to local needs and the potential of the students. Pesantren Fathurrobbaaniy successfully integrates moral values and 21st-century skills into the learning process, enhancing student participation and interest in both academic and non-academic activities. Challenges in adapting traditional teaching methods and improving parental understanding were addressed through comprehensive socialization and training. The implementation of the Independent Curriculum at this pesantren shows significant positive impacts on improving the quality of education and shaping students with strong moral character and high competitiveness.

ADVANTAGES OF THE MODEL USING THE 4C PRINCIPLE IN FORMING LEARNERS' SPEAKING COMPETENCES

In this article, the model refers to a variant of the process of forming the learners' speaking competence in English based on the "4C" principle. It is necessary to comprehensively describe the organization of the model as a source of information in the scientifically based process of developing 21st century skills of learners in general education schools. Such description should be predictive and serve as a means of feedback.

Project-Based Learning as a Catalyst for 21st-Century Skills and Student Engagement in the Math Classroom

Project-Based Learning as a Catalyst for 21st-Century Skills and Student Engagement in the Math Classroom

STRENGTHENING 21ST CENTURY SKILLS THROUGH AN INDEPENDENT CURRICULUM IN MATHEMATICS EDUCATION IN INDONESIA: CHALLENGES, POTENTIAL, AND STRATEGIES

Several research results show that 21st century skills such as critical, creative, collaborative and communicative thinking in Indonesian students are not as expected. Then the Ministry of Education and Culture launched the Independent Curriculum as an effort to improve the quality of education and adapt it to the needs of the times. The aim of this research is to identify the challenges, potential and strategies for implementing the Independent Curriculum in strengthening 21st century skills in mathematics education in Indonesia. This research is a Systematic Literature Review (SLR) which examines various literature sources. The research results show that the Merdeka Curriculum has great potential in supporting the development of 21st century skills. The Merdeka Curriculum provides flexibility in learning, encourages creativity and critical thinking through a student-centred approach, and strengthens collaboration and communication skills. However, implementation faces challenges such as lack of resources, teacher preparedness, resistance to change, and the need for more flexible evaluation. The Merdeka Curriculum requires an implementation strategy that includes teacher training, development of innovative materials, technology integration, and ongoing evaluation

The value of cross-cutting skills - hiring managers’ views

Employer-valued skills, which are not specific to a discipline but apply to all majors in higher education institutions, are often referred to as cross-cutting skills, soft skills, 21st century skills, or essential learning outcomes. Although research has ranked these skills in order of importance based on employer surveys, it has not examined statistical differences between individual skills or groupings of skills. The current study took a nuanced approach to understanding the value of cross-cutting skills based on hiring managers’ responses to a survey about hiring practices for entry-level positions. Findings ascertained the primary importance of a degree, and that conceptual, human, and technical skills are equal in importance, contrary to established theory. The study also found no statistical differences among top-rated skills identified in previous research but established differences in groupings of core and specialized skills. Sector differences were identified as well as changes in valued skills post-COVID.

Essential Attributes to Stimulate 21st Century Skills amongst Children Learning in Pre-war Schools

Globally, new schools are built according to users' needs and are comparable with the newest pedagogical approach. The efforts, however, raised concern about the affordance of existing school buildings and whether the users are experiencing the present educational transformation. This study, therefore, aims to examine factors that qualify a school to provide twenty-first-century learning, specifically pre-war school buildings in Scotland. Through a focus group design charrette, this study obtained forty-eight primary six children’s perceptions of what the school spaces afford. Schools should provide sufficient learning spaces that are broadly utilized and flexible to provide supplementary learning experiences for children.

Career Track and Course Preference of Freshmen Students of MSU Main Campus: Its Influence to Student Monitoring System

The noteworthy development in the Philippine Education system making Filipinos ready for the 21st century skills is the emergence of K-12 Program. It made students nowadays essentially set to select a specialization as early as in their senior high school. This study was undertaken to determine the factors that influenced the choice of career track as well as college course preference and examine its level of influence to student monitoring system. Three hundred thirty-seven (337) freshmen students who belonged to the pioneering K-12 graduates enrolled during the first semester of school year 2018-2019 participated in the study, which made use of cross-sectional survey research design using quantitative - descriptive approach in its data interpretation. Results implied that a typical freshman student is female, nineteen (19) years of age coming from a family earning below Php10, 000 per month. This student came from the Academic Track particularly in the Accountancy and Business Management (ABM) strand. This was inspired by their own personal choice and subsequently pursued a college course in line with it. This highly influenced the school monitoring in terms of student retention in the program and program completion on time while it moderately influenced on the Scholarship maintenance.