Unveiling secondary student perceptions of the application of 21st century skills in classroom instruction

With the rapid integration of generative AI (GenAI) into higher education, concerns over cognitive offloading, overreliance, and diminished critical thinking underscore an urgent need to prioritize learning-to-learn (L2L) competencies. However, the lack of a clear and detailed conceptualization of L2L, a key 21st-century skill for lifelong learning, hinders interdisciplinary research and limits the development of informed, pedagogically sound AI applications. This paper presents a scoping review of L2L definitions within pedagogical and psychological literature, based on sources retrieved from ERIC, Scopus, and Web of Science. The review follows the PRISMA-ScR framework and identifies 21 relevant publications. We propose a novel three-layered framework organized by conceptual broadness: Dimensions (dispositions like cognitive and metacognitive skills), Processes (actionable activities such as self-regulation), and Tools (concrete strategies like retrieval practice), providing entry points for researchers from varying disciplines. We further highlight existing GenAI research efforts addressing these layers, outline current limitations, and propose directions for future exploration, with a focus on higher education. By unifying L2L theory with GenAI practice, this framework provides an actionable foundation for educational technologies in an AI-driven era. • Three-layer learning-to-learn (L2L) framework (Dimensions, Processes, Tools) to guide AI‑enhanced learning system design. • Synthesizes L2L definitions from 21 studies identified by a PRISMA-ScR review and offers actionable paradigms for teaching L2L, for example, using AI-supported systems. • Maps L2L components to GenAI application use cases in higher education. • Positions L2L as key to reducing GenAI overreliance and fostering learner agency.

Kuwait’s push for 21st century skills presumes that metacognition is routinely enacted in classrooms, which is an assumption this study tests. A nonparticipant, structured observation of 26 randomly selected ninth grade female social studies teachers across 13 public schools used a validated 34 item observation card grounded in Zimmerman’s (2000) self regulated learning framework. Findings indicate an overall low to moderate implementation of the metacognitive strategies. Across seven strategies, mind mapping showed the highest use, self learning the lowest, with reciprocal teaching and think aloud and modelling in the mid range. The reported constraints of time, curriculum coverage and training gaps help explain weaker enactment in self regulated learning performance and reflection phases. The study contributes observation based evidence of classroom practice and offers targeted actions of self regulated learning aligned professional development, structured peer observation and curriculum embedded metacognitive tools, to narrow the gap between policy intent and daily teaching. Received: 11 December 2025 / Accepted: 31 march 2026 / Published: May 2026

In the current era of digital transformation and global sustainability, 21st-century skills including technological literacy and environmental awareness are crucial competencies for students. Artificial intelligence (AI)-based teaching integrated with sustainability values ​​is seen as an effective, creative, and engaging pedagogical strategy to improve these skills in physical education. The background of this research is based on the limitations of previous studies, the majority of which only focused on basic manual techniques without considering the impact of infrastructure on the environment or the efficiency of data-based evaluation. This study aims to systematically analyze the literature on the role of AI in evaluating handball measurement test instruments and managing environmentally friendly infrastructure to support the Sustainable Development Goals (SDGs) targets. The method used is a Systematic Literature Review (SLR) with PRISMA design, including analysis of Scopus and ERIC databases using VOSviewer and Harzing's Publish or Perish software. The results show that AI integration has a significant positive impact on the objectivity of motor assessment and the efficiency of facility management, while scaffolding variables in teachers' digital literacy are key factors influencing the success of the implementation. The findings reveal that facilities not based on sustainability principles fail to provide long-term contributions to students' psychomotor development in a global context. In conclusion, this new paradigm demands a repositioning of the physical education curriculum that synergizes smart technology with green facility management to create an inclusive and sustainable future for sport. Keywords: Artificial Intelligence, Handball, Physical Education, Facilities and Infrastructure, Sustainable Development Goals (SDGs).

This study investigated the predictive role of teachers’ learning agility in explaining their 21st-century teaching skills using partial least squares structural equation modeling. The sample comprised 302 teachers recruited through convenience sampling. Learning agility is mainly/oftentimes conceptualized as a multidimensional construct including self-awareness, people agility, results agility, change agility, and mental agility. Teachers’ 21st-century teaching skills were assessed with an 18-item instrument adapted from an established framework and refined for use in the present study. The findings indicated that the dimensions of learning agility do not contribute equally to teachers’ 21st-century teaching skills. Self-awareness, people agility, and results agility were significant positive predictors, whereas change agility and mental agility did not show significant direct effects. Collectively, the learning agility dimensions explained 37.8% of the variance in teachers’ 21st-century teaching skills, suggesting a meaningful level of explanatory power. Overall, the results suggest that learning agility functions as a higher-order meta-competence that supports the development and sustained enactment of contemporary teaching skills rather than representing the direct content of those skills. The study extends learning agility research to the teaching profession and offers practical implications for teacher education and professional development programs, particularly those aiming to strengthen reflective capacity, interpersonal effectiveness, and performance-oriented learning.

The purpose of this study is to examine art education students’ perceptions of 21st-century skills competence and their critical thinking tendencies, to reveal the relationship between these two variables, and to analyze this relationship in terms of department, gender, and grade level. The study was conducted using a quantitative survey model with a total of 165 students, including 77 students from the music department of the Neşet Ertaş Faculty of Fine Arts at Kırşehir Ahi Evran University and 88 students from the Department of Art Education at the Faculty of Education at Ege University in İzmir during the spring semester of the 2024–2025 academic year.The findings indicate that students generally “mostly agree” with the items of both the 21st-century skills Competence Perception Scale and the Critical Thinking Tendencies Scale, suggesting high levels of perceived competence and positive critical thinking tendencies. Students’ perceptions of 21st-century skills competence showed statistically significant differences according to department and grade level, whereas no significant difference was found based on gender. Similarly, no statistically significant difference was found in the overall critical thinking tendencies according to the department variable.A key finding of the study is the strong and positive relationship between 21st-century skills competence perceptions and critical thinking tendencies (r = .707, p < .01). This result indicates that higher levels of perceived 21st-century skills competence are associated with stronger critical thinking tendencies.Based on these findings, it is recommended that art education programs incorporate instructional practices that simultaneously support the development of 21st-century skills and critical thinking. In particular, student-centered learning environments, interdisciplinary approaches, and activities that promote creativity and problem-solving may enhance both competencies effectively.

Climate change is a global issue requiring a strong scientific understanding, particularly of atmospheric dynamics and the factors driving rising global temperatures. However, physics learning on this topic remains dominated by theoretical approaches, limiting students’ opportunities to analyze real-time data. This study aims to develop an Earth Nullschool-assisted learning e-module on climate change materials as an interactive, contextual digital learning medium that supports 21st-century skill enhancement. This research employed a research and development (R&D) method using the 4D development model, comprising define, design, develop, and disseminate stages. The study was limited to the development stage, as the main objective was to produce a valid and feasible model. The research subjects were grade X students of SMAN 10 Kota Jambi, selected using random sampling. The instruments included validation questionnaires from material, media, and pedagogical experts, as well as student response questionnaires. Quantitative data were analyzed using a Likert scale, while qualitative analysis was obtained from comments, critiques, and suggestions from validators and teachers. The results show that the e-module received a “very feasible” rating from the three experts and a positive response from the teacher and students. Thus, the Earth Nullschool- assisted e-module meets feasibility criteria as learning medium for climate change topic.

This study aims to describe the transformation of Biology learning through the integration of Artificial Intelligence (AI) to strengthen 21st-century skills at a State Senior High School in Waingapu, East Sumba. Amidst the limitations of physical laboratory facilities, AI emerges as an innovative solution to visualize abstract biological concepts. This research employs a qualitative approach, with data collection techniques involving observation, interviews with teachers and students, and documentation studies. The results indicate that the utilization of AI platforms, such as Generative AI and virtual simulations, significantly shifts the student learning paradigm from rote memorization to active inquiry. The integration of AI has proven effective in reinforcing the 4C skills (Critical Thinking, Creativity, Collaboration, and Communication). Students have become more critical in validating information, creative in designing science projects, and more collaborative in classroom discussions. Furthermore, AI assists teachers in streamlining instructional time, allowing for deeper conceptual exploration. Despite challenges regarding local internet stability, this transformation represents a strategic step in narrowing the educational quality gap between peripheral and urban areas. In conclusion, the implementation of AI, coupled with adaptive teacher guidance, is highly effective in developing competitive students in the digital era.

This research was motivated by the need for science learning on animal classification materials that can improve conceptual understanding, creativity, and collaboration among elementary school students. The purpose of this study was to determine the effect of implementing project-based learning with a STEAM approach through educational games on the learning outcomes of third-grade students at SDN 42 Pekanbaru. This study employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design involving 33 students. The implementation was conducted in two meetings, consisting of pretest administration, material delivery using the Cambridge module, group formation, implementation of an educational game project entitled Discover Animal Classification, and posttest administration. Data were collected through learning outcome tests and analyzed descriptively and inferentially. The results showed that project-based learning with a STEAM approach through educational games was able to improve students’ understanding in distinguishing vertebrate and invertebrate animals, classifying animals based on their diets, and identifying their locomotor organs. In addition, students became more active, enthusiastic, creative, and able to collaborate effectively in groups. Therefore, this learning model is effective in improving learning outcomes and developing 21st-century skills among elementary school students.

Background: The integration of digital technology in mathematics education is essential for fostering 21st-century skills, particularly mathematical critical thinking and self-regulated learning. However, conventional teaching practices still dominate classrooms, limiting students’ active engagement and independent learning. The use of contextualized Electronic Student Worksheets (E-LKPD) integrated with Liveworksheets and real-life contexts such as online shopping offers a promising approach to create meaningful and student-centered learning experiences. Aims: This study aims to develop a valid and practical contextualized E-LKPD using Liveworksheets and to examine its effectiveness in enhancing students’ mathematical critical thinking skills and self-regulated learning. Method: This study employed a Research and Development (R&D) approach using the ADDIE model. Participants were eighth-grade students at SMP Negeri 2 Cikarang Pusat, divided into experimental and control groups. Data were collected through validation sheets, questionnaires, tests, observations, and interviews. Data analysis used a mixed-method approach, including descriptive qualitative analysis and quantitative analysis through normality, homogeneity, and independent samples t-tests. Results: The results indicate that the developed E-LKPD is valid and practical. Statistical analysis showed no significant difference in students’ mathematical critical thinking skills between the experimental and control groups (p = 0.412), although the experimental group demonstrated slightly higher mean scores. In contrast, a significant improvement was found in self-regulated learning (p < 0.001), with higher mean scores in the experimental group. Conclusion: The contextualized E-LKPD effectively enhances students’ self-regulated learning but shows limited impact on mathematical critical thinking. Further optimization in instructional design, implementation duration, and pedagogical integration is required to improve higher-order thinking outcomes.

This study employed a research and development approach to develop a STEM-based instructional model grounded in the fermentation process for preservice science teachers due to examine its effects on 21st century skills, creative thinking, and attitudes toward science. Participants consisted of 26 third-year biology majors enrolled in a food microbiology course, selected through purposive sampling. The study adopted a one-group pretest-posttest experimental design. Research instruments included STEM-based lesson plans, a 21st century skills assessment, a creative thinking assessment, and an attitude toward science questionnaire. Quantitative data were analyzed using mean, standard deviation, and the Wilcoxon signed-ranks test, while qualitative data were analyzed through content analysis. The results indicated that the STEM-based instructional model significantly improved all learning outcomes examined in this study (p < 0.001). Post-intervention results revealed a statistically significant improvement in students’ 21st century skills, particularly in information, media, and technology skills (Z = - 4.49). Regarding creative thinking, fluency demonstrated the greatest statistical improvement (Z = - 4.90). Furthermore, students’ attitudes toward science showed a significant positive shift from a low level to the highest level (Z = - 4.76). These findings demonstrate the effectiveness of the fermentation-based STEM learning approach in promoting comprehensive learning development among preservice science teachers. The findings suggest that integrating authentic scientific contexts such as fermentation into STEM-based instruction can effectively enhance essential competencies for preservice teachers in higher education, particularly in developing 21st century skills, creativity, and positive attitudes toward science.

The primary purpose of this study was to determine: i) experiences; ii) various resources; iii) varied activities; iv) 21st-century skills acquisition; v) challenges experienced; and vi) solutions to the challenges of the pre-service elementary teachers in blended learning. The study employed qualitative research and utilized Straussian grounded theory as a research design to guide data collection and coding to identify emerging categories and generate theory. Purposive sampling was employed to select the ten pre-service elementary informants with experience with blended learning. In analyzing the data gathered, Strauss and Corbin’s coding methods, namely open, axial, and selective coding, were employed. The six themes were created based on the raw responses of informants, namely: i) varied online resources; ii) tangible learning materials; iii) varied learning activities; iv) acquired 21st-century skills; v) challenges of blended learning; and vi) addressing the challenges. A theory emerged, “magma theory”, which further strengthens the characterization of having “shared experiences”, as manifested by the pre-service elementary teachers in this blended learning. The primary findings of this study were that pre-service teachers can overcome challenges in blended learning with adequate support from tools. Furthermore, they can also improve their 21st-century skills through appropriate activities that contribute to lifelong learning.

Flexible learning (FL) is a method that allows learners to have freedom in how, what, when, and where they learn. For teachers, implementing various teaching strategies and approaches is essential to overcome educational challenges and effectively meet the needs of learners. This research study was conducted to explore teachers lived experiences during FL at Visayas State University (VSU) in Baybay City, Leyte. A descriptive phenomenological method was used to investigate the richness and depth of the informants’ lived experiences. The seven participants were interviewed: five from the VSU Main Campus and two from the satellite campuses. The participants shared their experiences through in-depth interviews. The findings revealed that during the pandemic, teachers faced challenges due to the abrupt changes in the learning management system (LMS). However, with the administrative support, the participants managed to adjust and learn new learning modalities. The study suggests the need to strengthen and continue the professional development of teachers in using LMSs for sustainability. It also recommends exploring the development and adaptation of interactive online modules to keep up with digitalization as part of 21st-century skills.

To achieve the United Nations' Sustainable Goal 4 for equitable quality education, many countries are incorporating computer programming into preschool curricula. The main reason for this educational decision lies in the need for a better understanding of the digital world, and also, in the still not fully explored idea that learning to program could have potential collateral cognitive benefits. This pilot study analyzed whether programming instruction enhances executive functions-both key 21st-century skills-, attention and non-verbal intelligence and whether the improvements vary by socioeconomic status (SES). A cluster-randomized controlled trial was conducted in Argentina with one low-SES and one medium-SES kindergarten. Five-year-old classrooms at each school were randomly assigned to a study group, receiving programming lessons with ScratchJr, or a control group engaging in visual arts activities. Both groups used tablets, and sessions were conducted by regular classroom teachers. Ninety-four children completed computerized cognitive tests before and after the intervention and control activities, yielding 21,801 trials for analysis. We modeled children's trial-by-trial accuracy using a Bernoulli-distributed Generalized Linear Mixed Model that we estimated with Bayesian methods. Our results suggested the programming group showed greater improvement than the control group in most cognitive tasks but the benefits were consistently larger for children in the low-SES school (65%-92% greater than controls) with high certainty, while middle-SES children showed only modest improvements (13%-36%) with weaker evidence. These findings tentatively suggest that teaching programming, besides its intrinsic educational value, could also potentially contribute to developing critical cognitive processes, particularly among vulnerable children.

Cooperative learning is a vital pedagogical method in teacher education, enabling teachers to facilitate active and self-directed learning in authentic contexts. This paper, exploring life orientation teachers’ experiences facilitating active and self-directed learning in a cooperative learning classroom, followed a qualitative interpretive-phenomenological design. Through purposive sampling, seven participants were selected based on their experience in facilitating active and self-directed learning. Data were collected through interviews and analyzed using inductive thematic analysis. Cooperative learning emerged as a pivotal support strategy to enhance active and self-directed learning skills, facilitated by teachers who are crucial to promoting these skills and equipping learners with 21st-century life skills. Implementing active and self-directed learning practices through a cooperative learning approach should begin with teacher education. Therefore, policy and a skills-driven cooperative approach must be implemented to promote active and self-directed learning. Further research is needed, using a larger sample, which might yield different or more nuanced results in cooperative learning classrooms.

Students' Critical Thinking Skills are one of the skills needed in the development of 21st-century skills, where students are trained to process and evaluate information objectively, and reach appropriate and effective decisions. This skill can be developed through physics learning, among others. This study discusses how physics learning practices in an effort to develop students' critical thinking skills. This study uses a Systematic Literature Review Approach, with the following steps: 1) searching for articles, 2) selecting articles based on year, 3) selecting articles based on keywords, and 4) selecting articles based on practice. From this process, 135 articles were obtained that were relevant to the title in this study, with details of 53 articles related to the use of learning tools and 82 articles related to the use of learning models. Based on the results of the analysis, it was found that the learning tools most frequently used as support were media (24%), LKPD (19%), and virtual laboratories (15%). The most widely used learning models were PBL (32%), Discovery/Inquiry (18%), and PjBL (11%). Conclusion from this research can be used as a reference for researchers and educators to choose models or learning tools that can be used to develop students' critical thinking skills in physics learning.The approach that has a small percentage in the researcher's findings requires further research to find various possibilities for implementing other learning models that can help in developing students' critical thinking skills.

The present study examines the awareness, perception, and attitude of in-service teachers towards integrated STEM (Science, Technology, Engineering, and Mathematics) education in the Indian school context. With the increasing emphasis on 21st-century skills such as critical thinking, creativity, and problem-solving, STEM education has emerged as a significant pedagogical approach. The study adopts a quantitative descriptive research design and was conducted among in-service teachers from schools equipped with Atal Tinkering Labs in Vadodara. Data were collected using structured questionnaires and an attitude scale to measure teachers’ awareness, perception, and attitude towards STEM education. The findings indicate that teachers possess a moderate level of awareness regarding integrated STEM education, though conceptual clarity varies across participants. The perception of teachers towards STEM is largely positive, recognising its role in enhancing student engagement, interdisciplinary learning, and real-life application of knowledge. Additionally, teachers demonstrate a favourable attitude towards adopting STEM practices in classrooms. However, challenges such as a lack of professional training, inadequate infrastructure, time constraints, and limited interdisciplinary expertise hinder effective implementation. The study concludes that while teachers show readiness and positive inclination towards STEM education, systematic efforts in teacher training, curriculum restructuring, and institutional support are essential for its successful integration in school education.

The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.

Purpose This study investigates the influence of interactive Ethno-STEM learning on the development of 21st-century skills among university mathematics students, with a focus on critical thinking, problem-solving, creativity, innovation and digital literacy. Design/methodology/approach A convergent mixed-methods design was adopted, combining quantitative and qualitative data. The study involves 314 undergraduate mathematics students from USTED, Kumasi campus, selected using simple random, convenience and purposive sampling. Data were collected through an online questionnaire and focus group discussions following a four-week Ethno-STEM instructional program. The data were analyzed using exploratory and confirmatory factor analysis, reliability tests, and structural equation modeling, while qualitative data were analyzed thematically to support and clarify the statistical results. Findings The focus group discussions showed that the students generally viewed interactive Ethno-STEM learning in a very positive light. Finally, Ethno-STEM learning positively influences students' critical thinking skills, students' problem-solving skills, students' creativity and innovation and students' digital literacy and technology skills. Research limitations/implications The study's mixed sampling approach may have introduced some bias, limiting the generalizability of the findings beyond the selected sample. Practical implications The findings suggest that integrating Ethno-STEM approaches in university mathematics education can strengthen students' 21st-century skills, support culturally responsive teaching, and inform curriculum development and pedagogical strategies. Originality/value This study is among the first to empirically examine the impact of interactive Ethno-STEM learning on multiple dimensions of 21st-century skills in a university mathematics context, highlighting the value of blending cultural knowledge with STEM education.

The transformation of education in the 21st century requires mathematics learning that is not only oriented toward the mastery of concepts but also toward strengthening numeracy literacy and developing 21st-century skills. One approach considered capable of addressing these demands is the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach, which integrates multiple disciplines within contextual and collaborative learning. This study aims to analyze the contribution of the STEAM approach in elementary school mathematics learning toward strengthening numeracy literacy and 21st-century skills, as well as to formulate a conceptual framework for reconstructing STEAM-based mathematics learning. The study employed a Systematic Literature Review (SLR) method with a qualitative approach. Data were obtained from the Google Scholar, SINTA, and Scopus databases using keywords relevant to STEAM-based mathematics learning. The article selection process was conducted through the stages of identification, screening, and comprehensive content review. The initial search identified 56 articles, which were subsequently narrowed down to 33 articles based on the relevance of their titles and abstracts, and finally 16 articles met the inclusion criteria and were analyzed further. Data analysis was carried out using content analysis and narrative synthesis to identify patterns in the research findings. The results of the review indicate that the STEAM approach contributes positively to improving numeracy literacy and developing 21st-century skills, including critical thinking, creativity, collaboration, and communication. Furthermore, the integration of STEAM with active learning models such as Project-Based Learning and Problem-Based Learning can create more meaningful and contextual mathematics learning experiences in elementary schools