Develop 21st Century Skills Research Articles

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.

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

Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills

Artificial Intelligence (AI) technology, particularly generative AI, has positively impacted education by enhancing mathematics instruction with personalized learning experiences and improved data analysis. Nonetheless, variations in AI literacy, trust in AI, and dependency on these technologies among mathematics teachers can significantly influence their development of 21st-century skills such as self-confidence, problem-solving, critical thinking, creative thinking, and collaboration. This study aims to identify distinct profiles of AI literacy, trust, and dependency among mathematics teachers and examines how these profiles correlate with variations in the aforementioned skills. Using a cross-sectional research design, the study collected data from 489 mathematics teachers in China. A robust three-step latent profile analysis method was utilized to analyze the data. The research revealed five distinct profiles of AI literacy and trust among the teachers: (1) Basic AI Engagement; (2) Developing AI Literacy, Skeptical of AI; (3) Balanced AI Competence; (4) Advanced AI Integration; and (5) AI Expertise and Confidence. The study found that an increase in AI literacy and trust directly correlates with an increase in AI dependency and a decrease in skills such as self-confidence, problem-solving, critical thinking, creative thinking, and collaboration. The findings underscore the need for careful integration of AI technologies in educational settings. Excessive reliance on AI can lead to detrimental dependencies, which may hinder the development of essential 21st-century skills. The study contributes to the existing literature by providing empirical evidence on the impact of AI literacy and trust on the professional development of mathematics teachers. It also offers practical implications for educational policymakers and institutions to consider balanced approaches to AI integration, ensuring that AI enhances rather than replaces the critical thinking and problem-solving capacities of educators.

O POTENCIAL DA INTELIGÊNCIA ARTIFICIAL NA APRENDIZAGEM EDUCATIVA

The use of artificial intelligence (AI) in education has emerged as a topic of growing importance as educational institutions seek to innovate and enhance their pedagogical practices. This study aims to explore how AI can reconfigure learning processes and transform traditional educational practices. In a context where personalized learning is vital, AI stands out as a powerful tool to meet the individual needs of students, promoting the development of essential 21st-century skills. The bibliometric analysis conducted reveals a significant increase in academic interest in the application of AI in education, especially in the last five years, indicating an awakening to technological possibilities. The main areas of investigation include personalized learning, intelligent tutoring systems, and educational data analysis, known as learning analytics, which allow real-time monitoring of student progress. AI offers immediate feedback, adapting to each student’s learning pace, improving academic performance, and reducing educational inequalities. However, for this transformation to occur effectively, it is crucial that educational institutions integrate these technological solutions into their pedagogical approaches. However, the research points to significant gaps, such as unequal access to AI technologies, limiting the democratization of benefits. The lack of infrastructure and specialized teacher training hinders effective implementation. Additionally, there is a shortage of studies focused on the development of socio-emotional skills. Therefore, research must advance in the search for new technologies, ensuring an equitable and enriching learning environment. The future of education, transformed by AI, promises to be a space where all students can thrive, developing skills to face the challenges of the 21st century.

Penerapan Metode Proyek Dalam Kurikulum Merdeka Pada Mata Pelajaran Al-Quran Hadits

This study examines the application of the project method in learning Al-Quran Hadith class X at MAN 4 Jombang in the context of the Merdeka Curriculum. Using a qualitative approach with observation, interview, and documentation analysis methods, this study aims to understand the implementation, impact, and challenges of applying the project method. The results show that the implementation of the project method has brought significant changes in the learning process, creating a more interactive and learner-centered learning environment. The main characteristics of learning include independent completion of tasks, full responsibility of learners, and involvement of various parties. Positive impacts are seen in increased motivation, understanding of the material, and development of 21st-century skills. However, challenges such as time constraints, variations in learners‘ abilities, and educators’ professional development needs are still faced. This research provides insights into the potential integration of contemporary learning approaches in Islamic education and highlights the importance of systemic support in the implementation of educational innovations. The findings can serve as a reference for the development of educational policies and practices that are responsive to the needs of learners in the modern era while maintaining the core values of Islamic education.

GLOBAL TRENDS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS: COMPARATIVE ANALYSIS

This research presents a comparative analysis of Continuous Professional Development (CPD) models for teachers in several countries, including Singapore, Finland, Japan, China (Shanghai), Australia, Canada (Ontario), Estonia, and the Netherlands. Employing a qualitative approach and multiple case study methodology, the research identifies key features and trends in CPD. The results indicate that effective CPD models are characterized by individualized approaches, emphasis on collaborative learning, and connections to research activities. Despite variations in implementation, all models recognize the critical role of continuous teacher development in improving educational quality. Innovative approaches are highlighted, such as the Japanese Lesson Study model, the teacher rotation system in Shanghai, and personal learning budgets in the Netherlands. The study underscores the importance of creating flexible, adaptive CPD systems capable of addressing global challenges, including the digitalization of education and the development of 21st-century skills. The research findings can serve as a foundation for improving CPD systems in Kazakhstan, taking into account their unique context for detailing and enhancing the Professional Standard “Teacher”.

Advancing Education in Challenging Times: A Review of the XVI International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2024)

Abstract This paper presents a comprehensive review of the XVI International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2024), held from May 15-17, 2024, at Kryvyi Rih State Pedagogical University, Ukraine. The conference, organized in a hybrid format, brought together over 100 attendees from 9 countries, showcasing cutting-edge research and innovations in educational practices amid global challenges. The review synthesizes key themes and findings from 37 selected papers across various domains, including Mathematics Education, Science Education, Computer Science Education, and Educational Technology. Notable trends include the increased integration of artificial intelligence and digital technologies in education, the development of 21st-century skills, and adaptive strategies for education in crises. Particular attention is given to studies addressing the unique educational challenges faced in Ukraine, demonstrating the resilience and innovation of educators and researchers in conflict-affected regions. The paper highlights significant contributions in areas such as online learning environments, visual thinking in mathematics, AI applications in mental health education, and the design of university digital ecosystems.

КОНЦЕПТУАЛЬНІ ЗАСАДИ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article presents the results of the research conducted by the working group of the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine on the conceptual statements of the digitalisation of the educational environment of the general secondary education institution, which can be used as a basis for the development of the corresponding Concept. The key principles of digitalisation of the school educational environment are highlighted (access to the Internet for all, personalised learning, use of innovative technologies, development of 21st-century skills, digital safety and ethics, continuous professional development of teaching staff, cooperation with stakeholders, systemic scientific and innovative support, adaptability and flexibility, shared management and participation). The strategic priorities of the conceptual foundations of the digitalisation of the school educational environment are outlined (digital educational infrastructure, digital competencies of pedagogical workers, new digital and educational technologies, cooperation and digital communication with parents and the community, cybersecurity of the educational institution). The conceptual and terminological apparatus has been clarified. The study analyses and describes the risks associated with the digitalisation of the school educational environment. Given the lengthy process involved in reviewing, discussing, and subsequently approving the project for the Concept of Digitalisation of the Educational Environment of the general secondary education institution as a regulatory document, the results of this study are now presented for the consideration of the educational and scientific community. These results can be used as scientifically based recommendations to guide the creation of other legislative acts related to the digitalisation of education. Additionally, the results can be considered during the development of the digitalisation policy of the Ministry of Education and Science. Studying international best practices for digitalising general secondary education can enhance the proposed conceptual framework. The findings can then be implemented to update professional development programs for educators.

The transformative potential of Open Educational Resources for teacher education and practice

ABSTRACT Open educational resources (OER) have significant potential for transforming teacher education in developing countries, yet this remains underexplored. This systematic literature review analyzes 98 articles to understand the impact and innovative prospects of OER’s ‘openness’ attributes on teacher education over the past two decades. While free access to OER is a crucial benefit and contributes to teacher education programmes, effective OER use relies on the proper application of other attributes. Thus, adaptation allows tailoring of materials to specific needs, promoting flexibility and contextualised learning, which are vital for effective teacher education. Free access addresses barriers like the digital divide and ensures content quality and sustainability, enabling equitable access to educational resources. Collaborative practices through OER foster knowledge co-construction and the development of essential 21st-century skills for teachers. The combination of formal and informal learning and remixing enriches teacher education by integrating structured curricula with personalised learning paths. This broader view of ‘openness’ beyond mere access provides insights for reshaping teacher education programmes to be more innovative and responsive to the evolving needs of educators in developing countries. The findings offer guidance for policies and practices to cultivate a new generation of empowered, adaptive teachers through OER integration.

The Development of Innovative Science Learning Tools to Develop 21st Century Skills for Elementary School Teachers Naskat II Santo Ignatius Olilit Timur

The Tanimbar Islands are one of the areas in Maluku Province which is classified as an underdeveloped area in Indonesia and is included in the 3T category. This district borders directly with Australia. The underdevelopment of the Tanimbar Islands covers various sectors including education. The quality of teachers, availability of books, and other facilities and infrastructure are still very minimal. The results of observations and discussions with teachers at Naskat II Elementary School Santo Ignatius Olilit Timur showed that the development of devices is still less innovative because teachers do not participate in training that supports improving teacher competence in science learning in the classroom. Therefore, the purpose of this service is to increase the capacity of teachers in developing innovative learning devices to support 21st century life skills. Therefore, professional lecturers from the Faculty of Teacher Training and Education, Pattimura University, conducted training and mentoringin developing learning tools based on innovative learning.The results achieved from this activity mentoring are 86.28%teachers have been able to develop science learning tools well. Therefore, it is important for lecturers, Widyaiswara at the Education Quality Assurance Center (BPMP) in each province, school supervisors and education observers to continue to collaborate with teachers in sharing experiences and knowledge in improving teacher capacity

Penerapan Gamifikasi untuk Meningkatkan Motivasi dan Kolaborasi pada Siswa Sekolah Dasar

Gamification has become an increasingly popular approach in education, aiming to increase student motivation and engagement through the application of game elements in non-game contexts. This article explores the application of gamification in educational settings, particularly in primary schools. In today’s digital age, gamification is increasingly popular and widely applied in various sectors, including education. Gamification Refers to the application of game elements and mechanisms in non-game contexts. With great potential to improve student learning outcomes, gamification focuses specifically on motivation and engagement. Carefully designed game elements can engage students in the subject matter, encourage them to actively learn, and develop 21st century skills such as creativity, problem solving, and collaboration. However, the application of gamification must be done carefully, considering various factors such as learning objectives, student characteristics, and resource availability. Despite the challenges, gamification has great potential to change the way we interact with various systems and services. With careful planning and proper implementation, gamification can be an effective tool to improve motivation, engagement, and learning outcomes. It is important to remember that gamification is not a solution to all problems in education; it should be used as an additional tool that supports quality learning. Through case studies in several elementary schools, this article shows that the use of gamification elements such as points, badges, and leaderboards can create a more interactive and enjoyable learning environment.

Obstáculos de implementación del diseño instruccional e impacto en el aprendizaje en la educación a distancia: una revisión sistemática

The study examines the challenges of implementing instructional design in higher distance education and its impact on student learning, highlighting obstacles such as teacher resistance to change, the need for adequate technological resources, and adaptation to student diversity. Through a systematic literature review following the PRISMA protocol and using qualitative analysis, these obstacles are identified, and their effects on learning are examined, such as the development of essential 21st-century skills and knowledge retention. The findings emphasize the importance of a continuous culture of innovation, support for teachers, inclusive and personalized strategies to improve accessibility, and the need for a robust technological infrastructure. It concludes that overcoming these challenges requires a holistic and integrated approach, focused on the needs of both students and educators, to transform distance education into an inclusive, accessible, and conducive modality for educational innovation and transformation, thus preparing students to face the challenges of the modern world with adequate skills and knowledge.

Integrating Malay Local Wisdom in English Learning: Students’ Perception at State Junior High School 1 in Tanjung Pura Regency of North Sumatera Province

Integrating local wisdom into the English learning process is essential to preserve cultural identity and promote a more meaningful and relevant learning experience for students. This study aimed to explore students' perceptions on the importance of integrating local wisdom of the Malay community in English language learning. A qualitative approach was applied, which involved a survey of 27. The results showed that most students believe that the integration of local wisdom of the Malay community in English language learning is important. They recognized the potential benefits, including increased cultural understanding, better language learning motivation, and development of 21st century skills. However, the students also identified some challenges, such as the limited availability of learning resources that integrate the local wisdom of the Malay community and the need for better teacher training in this area. The findings of this study indicated that students were generally open to the integration of Malay local wisdom in English language learning, but there needs to be a more systematic and comprehensive effort to address the identified challenges. Implications for curriculum development, teacher professional development, and learning resource design to integrate local wisdom of the Malay community in English textbooks.

21st Century Skills Through STEAM Education: Analysis of School Leaders’ Perspectives

STEAM is an educational approach that strive for developing students’ STEAM skills to meet the demands of the global workforce. This research examined the role of STEAM education in developing 21st century skills, and the factors influencing the integration of STEAM education in the Pakistani education system. It was a descriptive research. A sample of 100 school leaders, 52 male and 48 female, using a simple random method was selected. Researchers made questionnaire based on a five-point Likert scale was used for data collection after confirming its validity and reliability. The instrument's reliability (α =.87) was calculated. The collected data were analyzed it using SPSS (version 26). This study revealed that the majority of the school leaders agreed about developing 21st century skills through STEAM education such as technology and information literacies, problem solving, critical thinking, leadership, social and civic literacy and responsibility. Most of the leaders also agreed regarding the factors influencing the integration of STEAM education in the Pakistani education system, such as lack of resources and infrastructure, ineffective teacher training, traditional teaching methods, cultural barriers, lack of awareness, lack of budget, traditional testing system, limited collaboration with industry, language barriers, and lack of clear guidance in policy and curriculum. Both Male and female leaders were agreed equally regarding 21st century skills and factors influencing integration of STEAM education. This study recommends that Ministry of Education should minimize the aforementioned factors in order to ensure the effective integration of STEAM education in Pakistani education system and in order to develop 21st century skills among students.

Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?

Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.

The Role Of Christian Religious Education In Developing 21st Century Skills In Church Youth

This article examines the role of Christian Religious Education (PAK) in developing 21st century skills among church youth. In an era of constant change, where technology and globalization affect all aspects of life, PAK not only focuses on teaching spiritual and moral values, but also supports the development of skills such as critical thinking, collaboration, effective communication and creativity. This research uses a qualitative descriptive approach, with a focus on literature study. By using this method, research emphasizes the importance of using literature to understand best practices and theories that support the integration of 21st century skills in the context of religious education, thereby enabling church youth to be more adaptive and innovative in dealing with social and technological problems. . dynamics. The results of this research through an integrated approach between theology and practical skills, PAK seeks to equip the younger generation with the tools necessary to succeed and contribute positively in modern society. This article discusses how PAK's curriculum and teaching methods can be adapted to be more relevant to the needs of church youth, preparing them to become leaders and bringers of change in the future. The conclusion from conducting this research is that in facing the challenges of the 21st century, Christian Religious Education (PAK) plays an important role in equipping the young generation of the church with skills that not only support their spiritual growth but also prepare them to become competent and empathetic world citizens.

The Importance of Cross-Border Education in Contexts of Collaboration Between Countries According to the SDGS

Introduction: Cross-border education refers to collaboration between countries to promote learning opportunities across geographic boundaries, aiming to develop global citizens. This educational model emphasizes student and teacher mobility, cultural diversity, and international cooperation, which are essential for the development of 21st century skills. Objective: The aim of the study was to explore the importance of cross-border education in contexts of collaboration between countries, highlighting the benefits, challenges, and contributions to sustainable development. Method: This is a qualitative analysis based on the analysis of international partnerships, exchange programs, bilingual curricula, and the use of technological innovations in education. Results: Cross-border education promotes international cooperation, intercultural understanding, and strengthens diplomatic relations. Although it faces logistical and administrative challenges, such as recognition of qualifications and academic mobility, it offers numerous opportunities for cultural and academic enrichment. Conclusions: Cross-border education is vital for building an inclusive and sustainable global society (SDG). Overcoming the challenges requires effective policies and international cooperation. Investing in emerging technology trends is crucial to expanding access to and quality of cross-border education.

EMPOWERING EDUCATION: INTEGRATING CRITICAL PEDAGOGY INTO TRANSFORMATIVE TEACHING STRATEGIES

The objective of this study is to explore the implications and effectiveness of critical pedagogy in fostering social justice and empowering students in educational settings. This research adopts a qualitative approach, employing literature review to examine the implementation and outcomes of critical pedagogy in various educational contexts The study findings reveal that critical pedagogy serves as a powerful tool for challenging societal norms, empowering marginalized individuals, and promoting social justice within educational settings. Through student-centered learning, collaborative problem-solving, and the development of 21st-century skills, critical pedagogy equips students with the tools and mindset necessary to critically evaluate their surroundings and take action to address oppressive conditions in society. Furthermore, the research highlights the pivotal role of teachers in facilitating critical inquiry, fostering dialogue, and promoting social justice within the classroom. By engaging in self-reflection and transformative practice, educators can create inclusive learning environments that empower students to become active agents in their education and advocates for positive change in society. he contribution of the results of this research to the development of the scientific field lies in providing insights into the practical application of critical pedagogy in classrooms, highlighting its capacity to equip students with critical thinking skills and a sense of agency to address oppressive conditions, thereby advancing the discourse on transformative education practices and social justice within educational contexts.

MODEL DISCOVERY LEARNING BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA

Mathematics, as an important foundation in education, contributes to the advancement of science and technology and teaches students logical, analytical, and creative thinking. This is in accordance with the Merdeka Curriculum which emphasizes the development of 21st century skills and character development, including critical thinking and self-regulated learning. However, the low mathematical critical thinking skills and self-regulated learning in Indonesia is still a challenge. One of the factors that influence this is the use of inappropriate learning models. The Discovery Learning learning model supported by technology such as GeoGebra is a potential solution to improve both capabilities. The purpose of this study was to determine the increase in mathematical critical thinking skills and determine the increase in self-regulated learning of students who obtained the GeoGebra-assisted Discovery Learning model compared to students who obtained conventional learning models. This research method is a quasi-experiment with the nonequivalent pre-test post-test control group design. Sampling is done by purposive sampling technique. This research was carried out in one of the Junior High Schools in Serang City in the 2023/2024 school year, involving two classes of grade VII students as an experimental and control group. The instruments in this study consisted of tests of mathematical critical thinking skills and learning independence scales. The results showed that the improvement of mathematical critical thinking skills and increased self-regulated learning of students who applied the GeoGebra-assisted Discovery Learning model were better than students who applied conventional learning models

Wiki Technology in Block Teaching and Blended Learning: Fostering Development of 4C 21st Century Skills - Critical Thinking, Communication, Collaboration and Creativity

Wiki Technology in Block Teaching and Blended Learning: Fostering Development of 4C 21st Century Skills - Critical Thinking, Communication, Collaboration and Creativity