21st Century Education Research Articles

Status of 21st-Century Liberal Arts Education: Curriculum Reform in Japanese Universities and Evaluation by Society

Ever since bachelor’s competencies were introduced as a reference standard in Japan, many Japanese higher education institutions have been exploring and practicing liberal arts education for the 21st century. This study posits that incorporating new elements into university education has been a significant trend in liberal arts education for the 21st century. Building on the results of a comprehensive survey, primarily involving universities and industry, this study provides an in-depth analysis of how 21st-century liberal arts education is evaluated and expected by companies and others. A questionnaire survey was administered to universities regarding their provision of 21st-century liberal arts education and the status of reforms toward this education, and to companies and other members of society regarding their expectations and evaluation of 21st-century liberal arts education provided by universities, as well as the content they evaluate as learning outcomes for university students and the qualities and skills they consider when employing them. The findings from the survey of universities and companies indicate that the average scores for curriculum reform and establishment of new courses at universities and host companies are relatively low, as indicated by the relatively low average scores for keywords that companies place importance on. Undeniably, universities’ efforts toward reform and the reality of such efforts should be conveyed to the public. Through dialogue with the industrial sector, we can understand the necessity of sharing and realizing openness to developing human resources through collaboration and innovation.

The Effect of Gamification Implementation on Collaboration Skills, Engagement, and Learning Achievement of Students in Class X SMA XYZ

This study explores the impact of gamification on students' collaboration skills, engagement, and learning achievement in the context of 21st-century education. Utilizing an experimental method, the research was conducted to observe the effects of implementing gamification, particularly through the Quizizz application, in classroom learning. The findings revealed that students in the experimental group, who experienced gamified learning, showed significant improvement in collaboration skills, engagement, and academic achievement compared to the control group. The application of gamification provided an interactive and engaging learning environment that promoted active participation and collaboration among students. The use of gamification as a learning strategy not only enhances students' soft skills but also contributes positively to their overall academic performance. These results suggest that gamification is an effective tool in modern educational settings, providing valuable insights for educators and policymakers to enhance learning outcomes.

The impact of Brain-Based Learning on critical and creative thinking in English Language Teaching

This paper investigates the impact of Brain-Based Learning (BBL) strategies on fostering critical and creative thinking skills in English language teaching. In the context of 21st-century education, where the demands for innovation, critical thinking, and problem-solving are paramount, BBL emerges as a pedagogical approach that aligns teaching methods with cognitive science principles. Through a qualitative exploration of teacher perspectives and a quantitative analysis of classroom outcomes, this study highlights how BBL encourages the development of both hemispheres of the brain, promoting not only logical reasoning but also imaginative problem-solving. The findings underscore the potential of BBL to transform traditional English language teaching (ELT) practices by fostering a more holistic, engaging, and dynamic learning environment. Practical recommendations for integrating BBL into English classrooms are also provided..

Digital Physics Module for 21st Century Education on New and Renewable Energy Based on the Dilemma-STEAM Learning Model

Abstract This study aims to develop a Dilemma-STEAM electronic module on renewable energy materials to be used as a physics teaching resource for 10th-grade high school students using the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) development model. The Dilemma-STEAM based e-module is a digital physics module based on the Dilemma-STEAM (Science, Technology, Engineering, Arts, Mathematics) model of teaching. In the context of 21st-century education, the application of technology and interdisciplinary approaches is emphasized to prepare students for future challenges. This module is designed to encourage critical thinking, collaboration, communication, and creativity in students through real dilemmas story integrated with STEAM. The product is a digital module design presented through the website, it easily accessible to students using compatible electronic devices. Based on the validation results conducted by experts, an overall percentage of 87.50% was obtained from material experts, 84.44% from media experts, and 89.41% from learning experts. Additionally, the product trial by physics teachers showed a final percentage of 95.63% with an interpretation of “Very Good,” while students who had studied the material on physical quantities and measurements gave a percentage of 87.51% with an interpretation of “Very Good.” From this research, it can be concluded that the Dilemma-STEAM electronic module on renewable energy materials is deemed valid and suitable for use as a physics learning medium for 10th-grade high school students.

Trends in Chemistry Education Research on Student Transformation in the Philippines: A Meta-analytic Review

Creating innovative methodologies and interventions in chemistry education is essential to promote positive student transformation outcomes. Although chemistry educators are key in utilizing its potential in the classroom, very little is known about its efficacy in teaching and learning. This study aims to determine the current research trends in chemistry education. It examines the effect of chemistry education research findings included in the meta-analysis on using varied teaching methodologies on student transformation outcomes. A systematic review and meta-analysis of a pool of studies related to chemistry instruction in the Philippines and through on site or online browsing were conducted. Results show that the country's pedagogical trend in chemistry education centers mainly on cooperative and inquiry-based learning, which aligns with and supports the framework and goals of 21st-century teaching. Results suggested that chemistry teachers can consider employing one of the various pedagogies and methods that effectively improve students' cognitive and affective outcomes. Heterogeneity test warrants that significant differences exist between the grouped features. The effect size data are directly influenced by the significance of the test derived from each study. Studies with significant results tend to have a larger effect size and significantly affect the study variables.

Embracing Innovation: Teacher Insights and Preparedness for I-THINK Thinking Maps in 21st Century Education

Embracing Innovation: Teacher Insights and Preparedness for I-THINK Thinking Maps in 21st Century Education

Validity of Local Wisdom-Based Insets Learning Model to Improve Critical Thinking Skills of Senior High School Students

Objective: This study aims to produce a valid learning tool for the local wisdom-based insets model to improve the critical thinking skills of high school students. Method: This research uses the Instructional Design Model (IDM) 1) needs analysis, 2) design and development of prototypes, 3) validation of socio-scientific issues, and 4) testing of socio-scientific issues prototypes. socio-scientific issues validation, 4) socio-scientific issues prototype testing, 5) socio-scientific issues evaluation, 6) socio-scientific issues revision. Validity was measured based on validation results from three expert lecturers. Data analysis was done descriptively and quantitatively. Results: The overall average test results of content validity with a very valid category, the overall average of construct validity with a very valid category, and the overall average validity of learning devices with a very valid category. The results showed that the insets model learning device based on local wisdom is valid for improving the critical thinking skills of high school students. Novelty: Students' critical thinking skills can be trained by integrating local wisdom-based insets learning model for 21st-century education.

Effective Teaching for Classroom Management Workshop: The Ghanaian Teachers’ Perspectives and Evaluation

The paper is about teachers’ reflection on and evaluation of continuous professional training and development. It is a qualitative survey, grounded in narrative inquiry framework of educational research with the assumptions that humans are social storytelling organisms. With a convenient sampling technique, 619 responses were received from 778 participants. Adopting a participant-centred mode of teaching, participants evaluated the workshop in their own words. With a human cognition of thinking, learning, and understanding, comments were classified into Bloom’s (1956) three learning domains of cognitive, affective, and skills combined with Perry & Booth’s (2021) concept of evaluating facilitators and workshop organizations and Kirkpatrick’s (1998) four levels of evaluation. Participants insisted that this workshop be extended to other schools to build the required foundation for students. They mentioned also that their exposures to contemporary instructional strategies meet the globally acceptable standards and are challenged as 21st century teachers. Participants maintained that they would go back to the classroom with different mind-sets to include learners during lesson planning.

Enhancing Team Creative Efficacy Through Online Whiteboard-Based Collaborative Environment in Design Thinking: A Team Cognition Perspective

In 21st-century higher education, design thinking (DT) has emerged as a pivotal approach, encouraging students to tackle challenges from diverse perspectives and nurture their creative confidence. Collaboration within DT relies on cultivating team cognition, comprising transactive memory systems (TMS) and shared mental models (SMM), which are essential for enhancing team creative efficacy (TCE) through knowledge integration and coordinated efforts. Nowadays, online whiteboard-based collaborative learning environments (OWCLEs) have reshaped DT collaboration, offering affordances for team co-creation activities. However, there is limited research on how OWCLEs support team cognition, potentially impacting TCE. To address this gap, a theoretical model is proposed and validated. Survey data from 128 college students demonstrated that OWCLE affordances directly influence TCE and indirectly improve it by reinforcing team cognition, with SMM playing a crucial role. TMS fosters SMM within teams, subsequently impacting TCE indirectly. This study highlights the potential of leveraging OWCLEs in DT to enhance students’ creative efficacy. Additionally, the study stresses the significance of integrating multidisciplinary knowledge to foster TMS, build robust SMMs, and improve TCE.

Validation of Interactive E-Worksheet Based on a Scientific Approach Assisted by Solar System Scope

The use of e-worksheets is important in 21st-century learning. The purpose of this study is to assess the validity of an interactive e-worksheet based on a scientific approach with the help of Solar System Scope designed for junior high school students and focusing on solar system materials. This is crucially important because a number of challenges students face in grasping the understanding of the abstract scientific concepts, such as the solar system, which is difficult to be understood through normal teaching practices. The way this is being undertaken is through construct validity in which product evaluations are obtained from validators by researchers' developed instruments. This instrument was created using the e-worksheet feasibility indicator as the foundation. The indicators were evaluated and then grouped into five categories. The findings of the study show that the e-worksheet made is very valid. The presentation component has an average validity percentage of 94.42%, the linguistic aspect has an average validity percentage of 90%, the content element has a validity percentage of 93.75%, and the design aspect of e-worksheet also has a validity percentage of 91.67%. This shows that e-worksheet has extraordinary quality in terms of presentation, language, content, and design. The findings of this study can be used to improve the efficiency of the process of acquiring the concept of the solar system in the framework of 21st-century education.

KEMAMPUAN KOMUNIKASI DAN BERPIKIR KREATIF PESERTA DIDIK PADA MATERI ORGANISASI KEHIDUPAN MELALUI PENERAPAN MODEL PROJECT BASED LEARNING (PjBL)

21st century education encourages students to master four things: communication, collaboration, creativity, and problem solving. This study aims to: (1) determine the development of students' creative thinking skills by using the PjBL model; (2) determine the development of students' oral communication by applying the PjBL model; (3) describe the learning implementation of the PjBL model; (4) describe students' responses to the PjBL model learning model. This type of research is Pre-Experimental with One Group Pretest and Posttest Design. The research sample was VII A students of SMP Muhammadiyah 3 Surabaya based on purposive sampling technique. Data collection techniques using tests, questionnaires and observations. Data analysis uses descriptive and statistical analysis with n-gain and T-test. based on the results of the study concluded: (1) there is a development of students' creative thinking skills after the application of the PjBL model with an N-Gain value of 0.68 with a “medium” category; (2) there is a development of students' oral communication skills after the application of the PjBL model indicated by an average value of 90 in the “very good” category; (3) learning with the PjBL model is carried out with the mode of “Very Good” criteria; (4) implementation with the model gets a good response from students with a percentage of 95.7%.

Assessment and Evaluation Methods for 21st Century Education: Measuring What Matters

In modern education, not only teaching methods, but also assessment methods play an important role. An adequate assessment system is essential to the development of skills that are necessary for successful careers of applicants. Therefore, the purpose of the research is the analysis of modern assessment methods in the educational process and their significance for the formation of 21st century skills. The PRISMA approach was used to search for relevant materials. Google Scholar was chosen as the main database for literature search. Works written in English or with English annotations were taken into analysis. 10 criteria for the inclusion of literature were developed, which related to the relevance, practical importance and scientific novelty of the research. Therefore, 40 positions were selected. The study used the coding method for the systematic analysis of textual data. Hence, the results showed that the main approaches to assessment in modern education are summative and formative assessment. Summative assessment summarizes student achievement after the learning process is complete, while formative assessment improves learning outcomes in real time through feedback. Special attention is paid to the active use of digital technologies, such as computer adaptive testing, e-portfolios and platforms for online testing. The conclusions emphasize that innovative assessment should contribute to the development of key skills of the 21st century. The development of digital literacy is especially important, as it allows all participants of the study to actively use technologies and understand them.

Rekonstruksi Model Pendidikan Islam Masa Rasulullah dalam Konteks Pendidikan Modern Abad 21

This study aims to reconstruct the Islamic education model during the time of the Prophet Muhammad in the context of 21st-century modern education. This research employs a qualitative descriptive method using a literature review as its research type. Data was collected and analyzed from various relevant literature sources, such as the books of the Prophet's biography (sirah nabawiyah), Qur'anic commentaries (tafsir), books on Islamic education, and academic journals. The research findings indicate that the Islamic education model during the Prophet's time has high relevance to the challenges of modern education. Noble values such as faith, piety, good morals, and knowledge taught by the Prophet are essential in shaping quality young generations. However, in the context of modern education, the Islamic education model needs to be reconstructed by adapting teaching methods, developing relevant curricula, and utilizing technology. This study concludes that the reconstruction of the Islamic education model is a crucial endeavor to produce young generations who are faithful, knowledgeable, and virtuous, thus enabling them to face the challenges of the times.

Innovative Assessment Practices Aligned with India’s National Educational Policy-2020

The National Education Policy -2020 [1] is the latest education policy of India, which strives to achieve benchmarks in the development of the educational scenario of India leading the students towards achieving the aspirational goals of 21st century education. NEP 2020 advocates for multidisciplinary education, multiple entry-exit and research-based programmes which mandates for a swift transition from traditional methods of assessment to innovative assessment techniques which would be more flexible, comprehensive and competency-based that would ensure a deeper understanding of subject matter than just memorizing facts. It aims to promote critical and higher order thinking and applying their knowledge to real-world situations. The primary objective of the article is to throw light on some non-traditional and innovative assessment techniques that align with the vision of NEP 2020. The researchers have employed the content analysis approach to explain these innovative techniques such as- experiential learning, holistic education, present opposite’s point of view, plot a family tree, Adaptive Learning Assessment and so on. However, further research may enlighten more such approaches according to the changing scenario in the global context and a comprehensive guide to apply these techniques.

Development and Evaluation of an Internet of Things Project for Preservice Elementary School Teachers

Programming education is gaining more attention in elementary schools, especially through the use of visual programming tools and development boards. However, the elementary school teacher education in Taiwan allows only limited time periods for training in visual programming and the use of development boards. Development boards are ideal for creating internet of things (IoT) projects, and project-based learning (PBL) is an effective teaching strategy in programming education to promote active learning. Therefore, to sustainably cultivate 21st-century teachers, this study developed an IoT PBL activity for preservice elementary school teachers in Taiwan, so as to improve their attitude toward programming and to enhance their content knowledge of programming teaching, including in computational thinking concepts and knowledge concerning the micro:bit and IoT. This project aimed to engage preservice elementary school teachers in using the micro:bit and electronic modules to create cardboard games with IoT features. A preliminary evaluation was conducted within a teacher education course to verify the project’s feasibility. Consequently, the preservice elementary school teachers participating in this project could develop various IoT cardboard games through teamwork. Their scores on the assessments of computational thinking concepts, development board knowledge, and attitude toward programming showed significant improvement after the project activity. They also expressed highly positive feedback on the project. These findings verify that the proposed PBL activity could be feasible for elementary teacher education.

The Future is Interdisciplinary: Development of a Medical Sciences Master’s Program that Fosters Academic, Professional, and Personal Development

This paper outlines the design, development, and implementation of a new Master of Science in Interdisciplinary Medical Sciences (MSc IMS) program at Western University in Canada. The course-based program focuses on interdisciplinary education and experiential learning with a goal to foster students' academic, professional, and personal skill development. The authors discuss the rationale for developing the MSc IMS program, describe the curriculum design process, outline the innovative features in the program, and share the findings from the inaugural cohort on their motivation to enroll in the program. The alignment between the data from the inaugural cohort and the rationale for the program is also highlighted. The paper adopts a narrative approach to detail the process used throughout the design of the program and presents findings from a pre- questionnaire—focusing on the overall needs of students and rationale for their enrollment—administered to the inaugural cohort of the program. This scholarly work informs educators, curriculum designers, and administrators about the importance of interdisciplinary programs in higher education. It is also of significant relevance to departments planning to develop new programs or update existing ones to reflect 21st century teaching and learning approaches.

Skills and Roles of Teachers in 21st Century Teaching: Basis for Professional Development Plan

Enhancing teachers' and students' 21st-century skills is a valuable goal. This study explores the skills and roles of teachers in 21st-century education across three community colleges: Opol, Tagoloan, and Salay, during the 2023-2024 academic year. The research investigates the relationship between teachers' skills and their roles in modern education and examines differences based on the respondents' profiles. The study involved 255 teachers from local government-run colleges in Misamis Oriental, using a validated questionnaire and a mixed-methods descriptive approach. Statistical analyses included mean, standard deviation, ANOVA, and correlation tests. The results revealed that most participants held units in master's degrees, with communication skills rated highest. The role of facilitator emerged as the most prominent in 21st-century teaching. Notably, creative thinking, critical thinking, collaboration, and communication skills significantly correlated with teachers' roles. Characteristics such as age and position also influenced their skills and roles. The study emphasized Deci and Ryan’s theory, Vygotsky’s zone of proximal development, and ICT integration to address the complexity of modern teaching. In conclusion, community college teachers are eager to adopt 21st-century teaching skills. It is recommended to encourage faculty to complete graduate studies, model critical thinking, recognize teachers' efforts, create engaging environments, retrain senior teachers, and support their well-being through seminars and workshops.

Enhancing Learning Analytics through Learning Management Systems Engagement in African Higher Education

In the African higher education landscape, the pervasive integration of Learning Management Systems (LMS) is reshaping the educational journey, offering both opportunities and challenges. This study delved into the intricate interplay between students’ engagement with LMS and its consequential impact on Learning Analytics (LA), specifically within the unique context of African higher education institutions. Employing the PRISMA systematic review approach, this research aimed to review significant work by researchers towards LMS and LA use in African universities in the form of contributing authors, keywords, citation statistics and growth patterns. The findings highlighted the transformative potential of LA and LMS use, which have the power to enhance both academic performance and the overall learning experience of African students. This research enhances the understanding of the complex relationship between LMS usage and LA in the African context, revealing how digital tools can address unique online learning challenges. As African institutions tackle 21st-century education challenges, this study provides a valuable roadmap for educators, administrators, and policymakers looking to leverage technology for meaningful educational outcomes. By contextualizing the findings within the African higher education landscape, this research contributes to the global discourse on the evolving role of digital platforms in shaping modern education. Keywords: Educational Technology, Digital Learning, Student Engagement, Learning Experience, Technology Integration

Realistic mathematics education: Mathematics e-modules in improving student learning outcomes

Realistic Mathematics Education (RME) has gradually influenced the development of mathematics learning worldwide, including in Indonesia. Through the implementation and development of online-based 21st-century education, RME is increasingly proving itself as an effective approach to improving the quality of mathematics teaching and student learning. Learning using the RME approach based on the e-module System aims to become a real learning experience for education and students in implementing mathematical concepts into web-based software systems. The type of research used is pseudo-experimental research with a population in this study of 3 schools, and the number of samples is 147 students. Hypothesis testing was carried out with the N-gain test on the experimental class and control class and the Linear Regression Analysis Test to determine the effect of Gender on improving the learning outcomes of the experimental class. The results of this study show that: 1) There is a difference in the improvement of learning outcomes of classes taught with the RME approach based on the e-module System with conventional learning models; 2) There is no significant difference in the improvement of learning outcomes of students taught using the RME approach based on the E-Module System based on gender characteristics; 3) Gender only contributes 0.1% to the improvement of learning outcomes while 99.9% of other factors.

Job Satisfaction and Teaching Effectiveness in Emergency Remote Teaching among Higher Education Faculty

In the rapidly evolving landscape of 21st century education, teacher preparation programs play a significant role in shaping the educators of tomorrow. This qualitative study aims to reveal both the opportunities and limitations of incorporating action research into experiential learning courses within teacher education programs. The researcher conducted a comprehensive thematic analysis to examine and categorize the participants' responses. Through in-depth interviews with 30 senior education students at Batangas State University, The National Engineering University, JPLPC Malvar, Batangas, Philippines, during the academic year 2021-2022, it was revealed that the opportunities arising from action research include enhanced teaching skills and pedagogy, problem-solving and reflective practice, collaborative learning and peer interaction, as well as professional growth and ethical awareness. Moreover, participants also encounter limitations, such as time constraints, resource accessibility, and ethical dilemmas. To address these challenges and capitalize on the opportunities, the study recommends strategies for improved time management, equitable resource access, and ethical training and support within teacher education programs. The study also suggests future research avenues, including longitudinal studies and comparative analyses, to further enhance action research's role in shaping the educators of the future.