21st Skills Research Articles

Development of Early Childhood Education Teachers in Information and Communication Technologies for Literacy or Pedagogy

This study aimed to establish how teachers were capacitated to integrate Information, Communication and Technologies (ICT) towards development of 21st century skills among Early Childhood Education level learners, in the Zimbabwean primary schools. This is in the face of a conglomerate of limitations based on teacher capacity, school culture and access to the ICT resources. The study employed an explanatory sequential mixed methods research design. Quantitative data was collected using questionnaires administered to 126 Early Childhood Development teachers drawn from 230 primary schools, followed by qualitative data collection through analysis of documents, focus group interviews and lesson observations with selected teachers. From analysis of quantitative and qualitative data through SPSS and ATLAS.ti respectively, it was found that teacher training colleges were strong in developing ICT literacy. However, they lacked the capacity to empower the teachers to integrate ICTs for instructional purposes. Such findings retard the achievement of the United Nations Sustainable Development Goals and the Zimbabwe Vision 2030. These goals regard ICTs as a cornerstone in the production of knowledgeable workers and qualified human resources for development of 21st skills among learners. Thus, the study recommends adoption of a model characterised by an institutional organisational context with organised internal and external support systems that facilitate sustainable provision of balanced technological, pedagogical and content knowledge for successful ICT integration in line with the national vision and global trends.

Technology-supported High-order College English Teaching and 21st Century Skills

As a compulsory course, College English should not only help students master professional knowledge, but also promote the development of their comprehensive qualities, cultivating high-quality and innovative talents who can meet the needs of times. 21st century is an era of digitization and globalization, which places high demands not only on students’ English language skills but also their non-cognitive skills of communication, collaboration, critical thinking, and creativity as well as their digital literacy. Based on knowledge and aiming at improving students thinking mode and abilities step by step, high-order teaching emphasizes the facilitation of students’ critical thinking and creativity through a combination of teachers’ higher-order teaching and the students’ deep learning through various teaching methods. This article aims to investigate whether technology-supported high-order College English teaching can foster students’ 21st century skills gradually in one class. A teaching practice was conducted for freshmen major in journalism and the results confirm the positive role of technology-supported high-order college teaching in fostering students’ 21st skills.

Reinforcing the 21st Century Pedagogical Skills through the Application of the Question Formulation Technique (QFT) in Secondary Schools in South Eastern Region of Kenya

Studies show that only 27% of graduates believe that Universities and colleges taught them how to ask their own questions. The Question Formulation Technique (QFT) imparts students a way that makes them to think critically every time they read, connect the concepts and when deciding whether to take facts and information at face value or to dig a little deeper. Generally, it is reported that students ask less than a fifth of the questions teachers estimated would be elicited and deemed desirable Poor participation by students in the questioning during teaching and learning process has often led to poor learning outcomes which are manifested by poor performance in academics. The study was instituted to evaluate the equipping of 21st skills to secondary schools’ students using QFT trained teachers in ten schools in the South Eastern Region of Kenya. The teachers and students were trained to develop skills in producing of questions, categorizing questions, prioritizing questions and in reflections. The study found that teachers were eager to be trained in QFT skills so as to enhance an observed low student engagement and poor performance. The assessment of the implementation of QFT in content delivery found that students had many questions to ask if given opportunity and not judged during the teaching and learning process. The analysis of the questions showed that the QFT sparked student’s potentials into divergent, convergent and metacognition types of thinking during and after the teaching and learning process. The teachers had a challenge of focusing the student class questions to achieve the lesson objectives in the stipulated time of the lesson. However, online engagement of students with teacher was observed to be a key in spurring more learners’ curiosity in learning and in developing patterns in their thinking and ask questions and facilitate lifelong learning.

The effectiveness of an enrichment teaching program based on STEM approach in developing the 21st skills of intermediates school students

استهدف البحث الحالي التعرف على فاعلية برنامج تدريسي إثرائي قائم على منحى (STEM) التعليمي التكاملي في تنمية مهارات القرن الحادي والعشرين لدى طلاب المرحلة المتوسطة بمحافظة جدة. تكونت عينة البحث من (60) طالبًا بالمرحلة المتوسطة بالإدارة العامة للتعليم بمحافظة جدة للعام الدراسي 1444 هـ. تم الاعتماد على المنهج شبه التجريبي القائم على القياس القبلي – البعدي للمجموعة الواحدة. وفقًا للتصميم التجريبي للبحث تم تطبيق تجربة البحث على عينه البحث لمدة أربعة أشهر متتالية. تم استخدام استبانة إلكترونية من خلال نموذج جوجل لرصد النتائج وتحليليها إحصائيًا. أوضحت النتائج فاعلية برنامج التدريس الإثرائي القائم على منحى ستيم (STEM) التعليمي في تنمية مهارات القرن الحادي والعشرين لدى طلاب المرحلة المتوسطة، بناء على النتائج أوصى الباحث بعدد من التوصيات من أهمها توظيف منحى ستيم (STEM) التعليمي في تعزيز مهارات القرن الحادي والعشرين لدى الطلبة.

Fostering engineering and science students' and teachers' systems thinking and conceptual modeling skills.

As science and technology create an ecosystem that is becoming increasingly more knowledge-intensive, complex, and interconnected, the next generation science standards include systems thinking and systems modeling among 21st skills that should be fostered. We examined the effect of an online cross-disciplinary learning process on the development of systems thinking and modeling skills among engineering students and engineering and science teachers. The study, which used quantitative and qualitative tools, included 55 participants who performed four food-related learning assignments and created conceptual models in Object-Process Methodology. Their responses to online assignments were analyzed along with their perceptions, captured via a reflection questionnaire. The online learning process in this study effectively enhanced systems thinking and modeling skills of all learners, including those with no relevant background. One main conclusion that extends beyond the online learning was that imparting the basics of systems thinking and conceptual modeling skills can be achieved even within a short period of time-less than one semester. The contribution of the study is the formation of theoretical and practical frameworks for the integration of an cross-disciplinary model-based systems engineering online assignments into engineering and science curricula.

Emerging Strategies in Classroom Management: Impact on the 21st Century Skills Competency of Grade 10 Students

The study was an attempt to determine if there is a significant relationship between teachers’ use of different classroom management strategies and the 21st-century skills competency of Grade 10 students. This research used a random sampling technique to determine the specific number of student respondents to the study. A self-made survey questionnaire was developed in this study. The researcher sought the assistance of different research professionals, master teachers in English, and experts in the field to validate the research instrument. The following are the findings of the study: The extent of utilization of teachers on preventive, supportive, and corrective classroom management strategies are all interpreted as utilized. The levels of students’ learning and innovation skills, life and career skills, and information, media, and technology skills are interpreted as very good. There is a significant relationship between classroom management strategies and the skills competency of the students. And classroom management strategies are significant predictors of students’ 21st skills competency.

Higher education and third mission’ dynamics: DEMOLA case study

The third mission appears as a bridge between Higher Education Institutions and their environment, becoming a key element for solving current problems that hopelessly need a dynamic response in real time. Through the transfer of knowledge and technology, Higher Education Institutions stimulate industry and society, becoming a key agent in the approach to innovation and entrepreneurship, as a facilitator for sustainability development. This study aims to understand the benefits of Higher Education Institutions Third Mission dynamics as a stimulating factor in the globalisation of the economy and the evolution of the community, the global development of industry and the evolution of society. It uses a case study of the 1st Batch of the DEMOLA Project, developed in the 1st semester of 2021, at the Polytechnic Institute of Cávado and Ave, Portugal. Results seem to show that co-creation projects develop a big set of the needed 21st skills among all participants as well as enhance the interaction between HEI and its stakeholders, based on competitiveness and sustainable development.

ANALYZING 21ST CENTURY SKILLS IN TEXTBOOK OF ENGLISH-SPEAKING TASK: A CASE AT VOCATIONAL HIGH SCHOOL

In this Era, English textbook is still used as one of important sources in the teaching and learning process by the teachers. The contents of English textbook should fulfill students’ need and cover 21st skills which are useful for students in their future life. Hence, the analysis of English textbook is essential to be conducted. This research aims to describe the general overviews of two English textbooks and to describe 21st century skills are represented in the speaking task of vocational high school textbooks. This research used qualitative research and document analysis is used as technique of collecting data. Two English textbooks published by the Ministry of Education and Culture and Erlangga have good and very good content category, which is adapted by the Cunningsworth checklist. This means that two books have the capacity to be textbooks and in vocational high school for tenth grade. Moreover, both books have almost excellent category in learning and innovation skills or 4c skills like have lot of percent of Critical thinking, Communication, Collaboration and Creativity. And also have a lot percent in Life skills like FLIPS except Leadership.

Empowering Students’ 21st Century Skills through Canva Application

The study aimed at investigating the use of Canva platform as digital media in writing lesson to empower students’ 21st skills. The qualitative-descriptive method is used in this study. The research subject was 60 students at Indraprastra PGRI Jakarta University, majoring in English Education who were given questionnaires, feedback and observed by their projects to collect the data. The results showed that most of the students 21st century skills empowered well in writing through various project templates in Canva platform. It was concluded that Canva carried out more effectively, not only students will produce good projects, but their core competencies in writing can also be broadened and strengthened. Moreover, using appropriate media, projects, authentic topics and students’ feedbacks can empower students to be critical thinker, creator, communicator and collaborator as well in academic and beyond.

Education Responses in Teaching during Covid-19: The Ongoing Result in Online Learning Implementations

COVID-19 had made many learning opportunities difficult. Governments had to reconsider existing school infrastructure, educational resources suitable for online learning, building teacher capacity, and student readiness for this move. These barriers impacted the educational continuity of many students in the countries affected, and digital equity required careful planning, development, and goal setting to foster effective learning environments. The sample for this study consisted of 272 Indonesian teachers and 3988 Indonesian students. This study used a mixture of qualitative and quantitative approaches. The results of the study showed that the challenges and the solutions based on the Three Framework (Government, Teacher, and Student) had both advantages and disadvantages to implement the best method to ensure equal access to education and to minimize the digital divide by establishing a collaborative and cooperative structure with the private companies and relevant organizations. Based on the Three Framework perspectives, it was critical to redesign and revise the national online platforms and services, including e-learning content for cross-disciplinary competencies during Century 21st skills.

Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program

Learning in the 21st century is influenced by a new paradigm regarding the human relationship with knowledge. The change from knowledge transmission to knowledge construction assumes a central role for the development of 21st century key competencies. Despite this, more evidence is required regarding the impact of active learning approaches on the development of such skills, especially metacognitive and collaborative skills. The present study reports findings on the impact of a technology-enhanced peer learning program on the promotion of upper secondary English as a Foreign Language student mentors’ metacognitive and collaborative skills as well as on how digital technologies (social media, multimedia production and collaborative online tools) contributed to their participation. 47 mentors from three Portuguese K-12 schools integrated the sample. Developed within the scope of Educational Design Research, the study follows a mixed-methods approach and combines quantitative and qualitative data from two self-report measurement tools and a survey by questionnaire. Data were analyzed by means of descriptive and inferential statistics and content analysis. Study findings confirmed that participation in the peer learning program had a positive impact on mentors’ metacognitive awareness and on the development of communication and collaboration skills related competencies - interaction and sharing with technologies, adding new evidence of the effectiveness of an innovative peer learning program design as to the deployment of 21st skills on secondary education. Study findings also indicated that the role of digital technologies was critical to supporting mentors’ collaborative work and interaction with their peers while participating in the program.

Using gamification as an online teaching strategy to develop students’ 21st century skills

This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper -secondary students’ 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students’ and teachers’ experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities’ design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students’ design, a survey with the school students, post-interviews with the teachers and the university students, and the university students’ written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students’ experiences, and 3) the participating teachers’ experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students’ 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students’ learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student’s knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems.

Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen

This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered a questionnaire to a random sample of (367) students. The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills. While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills.
 Keywords: role, teacher, skills, 21st century.

Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen

This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered a questionnaire to a random sample of (367) students. The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills. While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills.
 Keywords: role, teacher, skills, 21st century.

Pre-service Teacher Experience in Designing Lesson Using TPACK-21 CL in Teaching Reading for High School Students

This study looked into the experiences of a pre-service teacher in designing a lesson using Technological Pedagogical Content Knowledge for 21st Century Learning framework. The pre-service teacher integrated the use of technology for the teaching learning process because it was to support the students to achieve the 21st skills, especially in reading. This study drew on the narrative inquiry methods to present the finding. The pre-service teacher designed the lesson followed by a reflection. This long scientific endeavor leads the preservice teacher to consider to develop technological pedagogical content knowledge (TPACK) skills to enable herself to become a professional teacher. The finding showed that though the pre-service teacher was finally able todesign the lesson and implement it in the classroom, she needs further discussion with the lecturers and the tutor teacher. The development skills from the experience is important for a teacher to be able to design meaningful learning for the students.

Social Curation Experience: Towards Authentic Learning in Preservice Teacher Training

The purpose of this research was to characterize the curation activity of preservice teachers practicing digital curation by constructing “knowledge exhibitions” in an academic course. Our database included 64 knowledge exhibitions on the Scoop.it platform. Factor analysis of curator’s activities resulted in 3 factors, contributing 57.63% of the total variance explained: the social factor, the personal content factor and the personal process factor. Narratives of curators’ reflections were analyzed using content analysis, resulting in 3 additional categories: relevance, curator activities and products. When combining the qualitative and quantitative categories, a two-dimensional conceptual model was constructed. The model illustrates a taxonomy of components that are included in the curation process, which portrays authentic learning. We conclude that curation contributes to the improvement of students’ knowledge and 21st skills as curators. Curation requires personal and social skills, e.g., cognitive and meta-cognitive skills from an individual and social perspective, social skills on social media and affective skills. Hence, while focusing on personal skills in constructing an ontology, curation is also social in nature. Using social curation transforms learning, but surprisingly is uncommon in educational settings, and research is consequently meager. This highlights the need for incorporating curation as authentic learning in teacher training.

PENGARUH MODEL AUDITORY INTELLECTUALLY REPETITION TERHADAP KEMAMPUAN PEMECAHAN MASALAH DALAM PEMBELAJARAN BIOLOGI MELALUI LESSON STUDY FOR LEARNING COMMUNITY

ABTRACTThe development of the 21st century skills requires educators to prepare students for global economic competition by having special skills, one of which is problem solving. Achievement of the 21st skills century is done by improving the teaching profession, one of which is through lesson study for learning community. The purpose of this study is to determine whether there is an influence on the application of the auditory intellectually repetition (AIR) learning model through lesson study for learning community on the problem solving abilities of students. This study uses a quasi experimental design method through the randomized posttest-only control group design using matched subjects. The study was conducted at Semarang 11 Public High School in the 2018/2019 school year. Based on the research, the results of statistical tests on the problem solving ability variable have a significance value (2-tailed) of 0.000 <0.05 so that it can be concluded that there are significant differences in students' problem solving abilities between the experimental class and the control class. The experimental class scored better than the control class, with the acquisition of the experimental class number of 76.96 and the control class of 65.94. Based on these results it can be concluded that the application of auditory intellectually repetition (AIR) learning models through lesson study for learning community can improve students' problem solving abilitiesKeywords: Auditory Intellectually Repetition (AIR) Learning Model, Lesson Study for Learning Community, Problem Solving

Determinants of Building 21st Century Skills in Palestinian Elementary Schools

To fully engage in modern society, learners need to acquire not only individual skills– such as critical thinking, innovation and self-direction, but also participatory competences– such as collaboration, local connections, global connections, technology utilization and communication. The present study measures the factors influencing the development of such skills in the elementary stage science students in Palestine. The population comprised the science teachers for third through ninth grades at West Bank schools, while the sample consisted of 560 teacher respondents who provided self-assessment of their role in developing the 21st skills in their students. A scale developed by Ravitz et al (2012) was used to test 48 practices across 8 major skill categories: Critical Thinking Skill, Collaboration Skills, Communication Skills, Innovation Skills, Self -Direction Skills, Global Connections Skills, Local Connections Skills and Technology Utilization. Our focus was on measuring results in relation to five teacher-related variables: sex, academic degree, years of experience, teacher major and active learning training. The findings suggest that these variables are crucial in skill-building.

ICT Competency Analysis of Pre-Service Science Teacher in the Teaching Kit Using Web-Based E-Portfolios Blog on Science Instruction in English Courses

An analysis of different frameworks for 21st-century learning show consensus about the skills that are needed for living and working in the 21st century. ICT competency is one of the 21st skills that are considered essential as the same as with collaboration, communication, citizenship, problem-solving, critical thinking, creativity, and productivity. The study aims to analyses and explores the ICT competency from pre-service science teacher through the teaching kit using the web-based e-portfolios blog on Science Instruction in English courses. The standard ICT competence measurement was conducted through a survey. The novelty of this study is that the ICT capability measurement in this study was done through the analysis of products produced by students. The products are portfolio on the web blog. The subject of research is the sixth-semester students who receive Science instruction in English course. Research type is descriptive qualitative. The results showed the value: Regarding ICT in e-Teaching Kit Using Web-Based E-Portfolios Blog competency, 20% of PST Teachers are at very high level, 75% are at high level and 5% are at sufficient level. The indicators in ICT competency that pass the knowledge creation are productivity tools, authoring tools, administration, and communication & collaboration. But no one passes knowledge creation indicators they are the internet and educational software.

The Benefits of Teachers’ Workshops on Their Social and Emotional Intelligence in Four Countries

Implementing 21st century skills at school, including social and emotional learning (SEL), has become increasingly important in many countries. The present study investigated in four countries the development of teachers’ SEL, through which people develop their social and emotional intelligence, by using internationally widely-used Lions Quest (LQ) teacher workshops as an intervention. Possible changes in teachers’ attitudes, values, knowledge, and skills during the LQ were explored. An exploratory factor analysis was conducted using data from the pre-test responses of two countries. This analysis produced three factors. The created factor structure was further confirmed using pre-test data from another two countries. Repeated measures ANOVA (GLM), giving its ability to perform overall comparisons in one step, and the specified follow-up comparisons were used to examine the gain scores between and within groups, and to statistically control for some characteristics. The results showed that the teachers perceived the importance of the LQ goals as more important after participating in the LQ teachers’ workshop. In addition, they felt more competence in implementing the LQ content in their classrooms. Further, teachers valued the LQ higher after the workshop. In the comparison group, however, no changes were found. In conclusion, LQ appears to fulfill the expectations of supporting teachers in implementing LQ content, including 21st skills and SEL, in the classroom.