Develop 21st Century Skills Research Articles

Using Educational Digital Storytelling to Enhance Multilingual Students’ Writing Skills in Higher Education

Educational Digital Storytelling (EDS) is a powerful technology-enhanced learning approach that enables learners to develop 21st century skills. Students often complain about their digital illiteracy, academic writing challenges, and lack of interaction in classes. In the current case study, 50 multilingual and multicultural ESL student-teachers were involved in the creation of digital stories in an undergraduate module. Students used Canva to create their own digital stories which included text, images, videos, podcasts, and infographics. The overall aim was to improve their academic performance and motivation towards learning, and explore their attitudes towards this new dynamic learning-oriented instructional strategy. The current semi-experimental study tried to challenge monolingual bias and promote a more integrated and inclusive approach to learning as both efficient and desirable in preparing university students for constructive involvement with various cultural perspectives promoting the creation of global networks. Findings from both quantitative (paired and independent samples t-tests of test scores) and qualitative (anonymous feedback, lecturer observations and focus group discussions) data analyses indicated that learners improved their writing performance, critical thinking skills, self-confidence, and intercultural awareness. Students stated that they felt proud of their final products (digital stories) and that the EDS intervention was rewarding. However, some non-traditional students reported facing challenges with the use of technology. Learners expressed their wish to experiment more with digital stories and use them in other modules. Implications for teaching and learning practices in the Higher Education academic environment and suggestions for the successful implementation of EDS at the tertiary level are provided.

Exploring the Impacts of Educational Simulations on The Development of 21st Century Skills and Sense of Self-Efficacy

The study of educational simulations at the secondary level has typically centered on programs that are competitive, shorter in duration, and characterized by their low fidelity, or a lack of realism. The resources required to hold longer, more immersive, and nuanced programs are often prohibitive for teachers of political science programs. As such, their effects on student learning outcomes have remained relatively unknown. In this paper, we explore the impact of a Model G20 (MG20) curriculum for high school and early college-aged students on students’ sense of self-efficacy and 21st century skills. MG20 is a weeklong, immersive international conference modeled after the real G20 summit. In it, students learn about global governance and roleplay as heads of state and government ministers to negotiate for their collective interests. Using a mixed methods approach, we examine student learning outcomes from two MG20 summits, held in the United States and in the UK. Results show that internationally diverse, immersive, collaborative role-playing simulations significantly improve students’ self-ascribed cross-cultural communication and public speaking skills, as well as students’ sense self-efficacy. This research suggests future study into new and emerging formats of educational simulations may reveal greater potential for such programs to enhance student learning.

Learners’ Perspectives on Promoting Cultural Literacy via an Alternative Assessment: A Classroom Approach

In the 21st century learning landscape, arguably few features of teaching and learning are void of technology. Palpably, the pandemic has also revamped our teaching and learning approaches by imposing the use of technology in the remote format. The design and delivery of assessments are no exception, as necessity is the mother of all inventions. Nonetheless, the significance of devising fitting online assessments is not only fundamental to achieving course outcomes but also focal to developing 21st century real world skills. One such assessment that was borne out of necessity is the Virtual Cultural Exhibition (VCE). Within this backdrop, the study explores the experiences of students who were tasked to plan, propose, design, and stage the VCE as part of an alternative assessment initiative. The main purpose of this study was to obtain feedback on the VCE introduced in the Introduction to World Cultures course and improve assessment practices. Specifically, this study was designed to examine how the learners perceived the alternative assessment in helping them (VCE) (a) develop social responsibility and respect for global cultural identities in line with the course learning objectives, (b) develop 21st Century skills and (c) identify the challenges and issues faced by them. To accomplish these objectives, a total of 100 students from five different groups were selected. Different data collection methods (student survey and semi-structured interviews) were used, and the data were analyzed using mixed method approaches. The findings reveal that although the VCE is a promising approach to develop learners’ cultural literacy and promote creativity and collaboration, there are challenges in terms of the distribution of workload among learners. Adjustments were made to the VCE specifically in terms of task specifications in response to the learners’ feedback. This study provides a foundation for improving the design and implementation of online assessments in intercultural communication courses to promote real world skills.

Gauging Algerian EFL Teachers’ Awareness of the 21st Century Compulsory Skills: Case of EFL Teachers at IbnKhaldoun University of Tiaret

The development of 21st century skills is now widely accepted as a vital competency for graduates to succeed in today's world-society and economy. Employers, students, and teachers' perceptions of the skill gaps have been the focus of some research looking at the relationship between 21st century abilities and student knowledge. There are not many researches on how teachers' awareness affects their students' acquisition of 21st century abilities. The question that arises from this study is if the EFL teachers in Algeria are aware of the 21st-century learning needs that are necessary to implement any educational program. The purpose of this study is therefore to examine the extent of Algerian EFL university professors' awareness of 21st-century abilities. The degree to which they are open to change can be ascertained by looking at their level of self-awareness. At the same time, it will shed light on the apparent disparity in educational attainment between English majors and their peers. There were 13 English language teachers from IbnKhaldoun University of Tiaret who volunteered to be part of the study in order to gather data, and both quantitative and qualitative data were collected using a questionnaire. There was a correlation between teachers' knowledge of 21st century skills and their readiness to use them in their classrooms, according to the findings. In order to fully integrate 21st century skills into the classroom, teachers must overcome certain significant pedagogical issues such as excessive class size, a lack of teacher training, and an absence of accompanying instruments and technology equipment. Researchers drew conclusions and recommendations based on their findings.

Game Modding for Learning Design Thinking on an E-Learning Platform

Design Thinking (DT) is not merely a well-known design methodology but also an entire mindset towards solving complex societal problems in an innovative way. Its popularity in diverse disciplines beyond design, is due to its relation with the development of key 21st-century skills, such as creativity, critical thinking, collaboration and communication. Teaching the DT mindset has always required methods different from the traditional, one-way, mainly teacher-led approaches in which students play a more passive role in the learning process. Such creative methods include constructivist teaching practices, such as learning-by-doing and learning-by-making. Game modding, which is defined as the modification of existing games, is also seen as a constructivist teaching approach since in this way students learn by designing a game. The experience is argued to increase the engagement and interaction of players with the game, and combine the roles of player and designer. However, using game modding to teach the DT mindset remains poorly researched. This paper discusses the outcomes of a pilot study developed in the scope of the in-progress Erasmus+ KA2 project ‘T-CREPE’ (Textile Engineering for Co-Creation Paradigms in Education). This study investigates the influence of game modding on students’ adoption of the DT mindset through the use of an online learning platform that enables a game modding experience. This platform includes games that students can play, modify, and/or design their own in the process of developing a project. Students (n = 240) and teachers (n = 9) from three higher education institutions in Belgium and Greece participated in this study. The quantitative and qualitative data collected has provided information on their experiences of game modding while cultivating a DT mindset. The findings of the study indicate that game modding enables students to practise critical questioning, constructionism and co-creation, which are core elements of the DT mindset.

Development of 21st Century Skills in Acid-Base Learning Through STEAM Projects

This study is aimed to develop students' 21st century skills by integrating STEAM projects (Science, Technology, Engineering, Art, and Mathematics) in learning chemistry on acid and base solutions. Interdisciplinary learning was designed to allow students to be actively involved in learning through project development activities to see the relevance of learning content and its application in real life. This study involved 35 students of natural science 11th grade, consisting of 14 boys and 21 girls, in one of public senior high schools in DKI Jakarta Province. Researchers used qualitative methods to understand students' experiences and the implications of learning on their 21st century skills. The researcher collected data through semi-structured interviews, observation, journal reflective, and 21st century skills questionnaires. The results showed that each stage of STEAM learning integrated with project-based learning encouraged students to develop 21st century skills, namely learning and innovation skills, skills using information, media, technology, and life and career skills. Students reflected their abilities in using information and technology, the ability to work together, communication, and thinking at higher levels, as well as adaptability and leadership. In addition, Students were also faced with challenges in changing the paradigm of teachers and students and managing the learning process.

Using Minecraft as an educational tool for supporting collaboration as a 21st century skill

Collaboration is an important 21st century skill, and there is an increasing interest in computer-supported collaborative learning (CSCL) in teaching and learning practices regarding the necessary knowledge and skills for 21st century learners. However, solutions are still lacking concerning how to enable learners to collaborate when working with a specific subject. This study developed and tested a learning design using Minecraft as an educational tool in math classes in higher education over a 2-year period. The research questions are: 1) How can Minecraft be used as an educational tool for learning subject-specific skills, and what are the implications for the development of 21st century skills? 2) How can social network analysis (SNA) and interaction analysis (IA) be used as a research methodology for analyzing the use of Minecraft as an educational tool for learning subject-specific skills? Data was analyzed using a mixed-methods approach, in which both a quantitative perspective through SNA and a qualitative perspective through IA were employed. Findings of the study: 1) suggested that using Minecraft for learning a subject-specific skill triggered collaborative learning processes, 2) facilitated the development of 21st century skills in math classes, and 3) combining SNA and IA as a research methodology for analyzing the use of Minecraft for learning subject-specific skills. These findings serve as a stepping stone for teachers and researchers to create learning designs that use a digital educational tool to facilitate collaborative learning and advance the literature on CSCL and educational practice.

Workshop Worksheet Berbasis Budaya bagi Guru MI Jami’atul Qamar Tanjung Morawa

Creative thinking, critical thinking, communicating, and collaborating are 21st century skills needed in the era of the industrial revolution 4.0. Skills are not just knowledge abilities, but are more about showing skills in problem solving using creative, critical thinking, communication, and collaboration. Based on initial observations at MI Jami'atul Qamar Tanjung Morawa, it was found that the problems faced by teachers in learning, including not much information related to the development of 21st century skills, teachers rarely use worksheets as student activity sheets, misconceptions of worksheets as learning tools, lack of teacher skills designing worksheets that contain student activities oriented to real world problems. In response to these problems, activities were carried out to overcome them through Community Service Program activities in the form of a culture-based worksheet design workshop. This program is implemented with 2 methods, namely workshops and mentoring. The workshop was carried out in 3 stages, namely tutorial, training, and simulation (peer demonstration). Meanwhile, assistance is carried out through 3 stages, namely implementation, evaluation and reflection. The output of this service activity is a culture-based worksheet product, and 85% of the achievement of improving teacher skills in designing and implementing culture-based worksheets in mathematics learning.

Students' Perceptions and Experiences of Online Cooperative Problem-Based Learning: Developing 21st Century Skills

<p class="p1">Cooperative problem-based learning (CPBL) has been introduced in engineering education as an effective technique for developing students' professional skills. Moreover, the method is essential for engaging students in learning and developing 21st century skills. However, students are usually "shocked" by such inquiry learning because they face sudden changes in the learning environment. In addition, its implementation in online learning is another challenge. Therefore, this study aims to identify students' perceptions of online CPBL performance in vocational pre-teacher education institutions. A self-reporting questionnaire was designed focusing on 21st century skills and distributed to 71 students after the end of the semester. Quantitatively, the instrument of the survey data was analysed using SPSS software. Quantitative data were analysed using descriptive statistics. The results show that online CPBL improved students’ collaboration, communication, and problem-solving skills. In general, they agreed that online CPBL improved the development of 21st century skills.However, the students faced some difficulties during the online discussion session due to internet connection problems and team member involvement. Details of the items are also discussed.</p>

Applying interthinking for learning 21st-century skills in home economics education

In this paper, we seek to determine the relationship between home economics education and 21st-century skills (critical thinking, creativity, communication and collaboration) in the context of social learning. We see potential in students' discussions while working together with different group members and practicing the essential skills necessary for coping in the contemporary world. Using a socio-cultural framework, we focused on students' talk and language use as a tool in an educational setting. In addition, interthinking was analysed to obtain an overview of language use for thinking together while solving learning assignments requiring thinking-in-action in the context of home economics lessons. The results demonstrate how interthinking emerges in students' group work discussions during gap-closing processes in various collaborative home economics tasks (n = 11). As a result, interthinking was determined to be as a good medium for the development of 21st-century skills in school lessons. Based on the empirical data, we argue that interthinking is well-suited to the aims and context of home economics education, as it enables the promotion of students' action competence so that the knowledge and skills learned in school can become a reality in students' lives.

Using project-based learning to develop 21st century skills

Using project-based learning to develop 21st century skills

The Role of Technology Integration in the Development of 21st Century Skills and Competencies in Life Sciences Teaching and Learning

Development of 21st century skills and competencies in teaching and learning remains a key strategic imperative. Coherent development of skills and competencies requires adoption of innovative pedagogical strategies. Technology integration can be harnessed to foster effective teaching and learning. The study examined the role of technology integration in the development of 21st century skills and competencies in Life Sciences teaching and learning. The empirical investigation adopted an explanatory sequential mixed method design and involved 15 purposively selected teachers from five South African suburban schools. The study is underpinned by social constructivism as the underlying theoretical framework. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews. Technology integration was perceived to promote the acquisition of 21st century skills and competencies in Life Sciences teaching and learning. In particular, the teachers indicated that technology integration facilitates the development of skills such as communication, critical thinking, collaboration, problem solving and computational thinking. In addition, technology integration was largely perceived to create exciting teaching and learning environment which fosters the enhancement of academic achievement and motivation of learners. Theoretical implications for technology-enhanced teaching and learning are discussed.

Teacher Perceptions toward Professional Learning Community on the Development of Thai Students’ 21st Century Skills

The 21st century skills are important matters in education management in the upcoming era, and they need cooperation among stakeholders of an educational context to be developed. The purpose of the study is to study teacher perceptions toward professional learning community (PLC) in developing 21st century skills of students in Thailand. The samples were 1154 teachers from 376 schools in 17 provinces selected by a purposive sampling method in Thailand. The instruments were a professional learning community activity among teaching staff in the school and a questionnaire for teachers’ perception of the method. The data were analyzed using percentages, mean scores, and standard deviation. The results of the study indicate that the perception of teachers on students’ 21st century skills after the PLC was at a high level (x̄ = 4.30) and higher than before the PLC which was at an average level (x̄ = 3.15). The results of the study could be summarized to indicate the positive perception of teachers in using the professional learning community as a school managerial method in developing skills and morality of the 21st century. It could also be concluded that collaboration and idea-sharing among teaching staff and administrators were the keys to success. Therefore, the results of the study could be implicated in school management that aims to develop students’ 21st century skills.

Teachers’ perspectives on optimizing manipulatives in teaching 21st century skills in kindergarten

Kindergarten teachers optimize manipulatives in teaching young children. These manipulatives can be tools in developing essential skills needed to meet the demands of 21st century society. A descriptive mixed method design was employed in this study. Qualitative data were gathered using interviews and classroom observations, while quantitative data were extracted from questionnaire and classroom inventory checklist. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were transcribed, coded, and categorized by themes. Research respondents were the 25 kindergarten teachers from public schools (n=8) and private schools (n=3) in Pulilan, Bulacan. Results showed that teachers use manipulatives in the teaching and learning process as these provide many opportunities for children to learn and acquire different skills. Several manipulatives develop more than one skill, depending on their characteristics and nature. Moreover, skill development varies depending on the activity and type of manipulatives used. The research finds that manipulatives continue to be relevant and can be used to develop 21st century skills in kindergarten. However, teachers need to undergo training on the optimization of manipulatives that are readily available in the kindergarten classroom. Furthermore, there is a need for schools to invest in different manipulatives for use in kindergarten.

Game Jams as Valuable Tools for the Development of 21st-Century Skills

The concept of 21st-century skills refers to the knowledge, skills, and emotions that are critical to successfully navigating today’s world. Game jams can act as spaces to develop these skills and thus boost cooperative learning, problem-based learning, or co-creation. Additionally, game jams offer opportunities to improve collaboration and creativity skills, among others. This paper summarizes three years of activities designing and studying game jams to develop 21st-century skills, focused on Mexican students aged 12–16 years old. Data were compiled through direct observation, open-ended questionnaires, and interviews and were subject to thematic analysis in order to construct new knowledge on a previously underexplored topic. The results suggest that game jams are valuable tools to develop 21st-century skills, and, although the outcomes of skill evaluation may vary and may be difficult to verify, the participants reported increased skills, such as creativity or collaboration. Finally, this paper provides recommendations based on the research and practice conducted by the authors on how to use game jams to develop 21st-century skills and different ways to organize game jams, along with the resources needed.

Pembelajaran Berkarakteristik Inovatif Abad 21 pada Materi Percaya Diri dengan Model Problem Based-Learning di SMK Negeri 1 Adiwerna

The purpose of this writing is to describe the development of innovative characteristics of the 21st century in confidence material in SMK Negeri 1 Adiwerna using a problem based learning model. Innovative learning in schools is a learning strategy that emphasizes the delivery of learning materials to students. This writing is motivated by demands in the 21st century that education should be able to produce human resources that are able to master the 21st century including, critical thinking, communicative, creteif and collaborative. The development of 21st century skills can be done by all disciplines, one of which is in guidance and counseling learning, educators can use problem based learning models. The method used in this writing is by studying literature by reviewing some literature for analysis and conclusions. The results of this paper conclude that problem-based learning models can be a solution in improving the innovative characteristics of the 21st century and confidence and motivate students to be more active and encouraged in their learning success.

Rancangan Pembelajaran Berkarakteristik Pembelajaran Inovatif Abad 21 Ada Materi Procedure Text dengan Model Pembelajaran Problem Based Learning di Smp Negeri 1 Pangkah

In order to improve quality human resources, the field of education has a very urgent role. The learning process guided by a scientific approach involves observation activities to formulate hypotheses or collect data. In the learning process students need to be accustomed to solving problems, finding something useful for themselves and struggling with ideas. Therefore, in learning students must be actively involved and become the center of learning activities or student-centered learning will be active if the teacher masters in making learning designs that are characterized by the 21st century. This learning design needs to be supported by six main things, namely 1) Student collaboration and teachers, 2) HOTS orientation, 3) Integrating information and communication technology, 4) Oriented on learning skills and developing 21st century skills, 5) Developing literacy skills, and 6) Strengthening character education or PPK. Teachers also need to develop appropriate learning models as guidelines in the teaching and learning process so that students learn to be more active, creative, innovative, and joyful. Learning models that are in accordance with Curriculum 13 are Project Based Learning, Discovery Learning, and Problem Based Learning. The learning model must be implemented according to the steps or syntax.

Application of project citizen to VAT subjects to develop 21st century skills

To improve skills in the 21st century, the project citizen learning model is applied as a learning innovation. With this learning model, students are expected to develop their ability to work cooperatively, innovatively, creatively, and critically. The purpose of this study is to find out the application of project citizens in the subjects of Pancasila Education and Citizenship in class XI IPS MAS Nur Ibrahimiy Rantauprapat and to know the importance of project citizens in developing the skills of 21st-century students of class XI IPS MAS Nur Ibrahimy Rantauprapat. The study was conducted with triangulation in class XI IPS MAS Nur Ibrahimy Rantauprapat. This type of research is descriptive with a qualitative approach. The results are obtained: respondents who strongly agreed with implementing the project citizen learning model in MAS Nur Ibrahimy with a score of 50.64%. Who agreed with a score of 71.42%, hesitated with a score of 29.87%, disagreed with a score of 14.28%, and strongly disagreed with a score of 5.19%. The average percentage obtained from the questionnaires spread more in respondents who voted Agree (71.42%). That indicates that the actual citizen project model is applied in class XI IPS MAS Nur Ibrahimy Rantauprapat.

Development of 21st century skills through virtual exchange

This study investigates what skills university teacher candidates from the United States developed from their participation in a virtual exchange with Turkey that aided in their ability to cope with a critical situation such as the Covid-19 epidemic. To trace the impact of the crisis on teacher candidates' perceptions as well as the evidence of development of these skills, the qualitative data, reflection questionnaires and video recordings, of interactions were analyzed. The findings include commentary on virtual collaboration, virtual interaction, social impact, and social responsibility that occurred during the six-week exchange.

Design and Effectiveness of the Youth Engaged Strategies for Changing Adolescent Norms! (YES-CAN!) Program for Reducing Skin Cancer Risk.

Adolescence is a critical period for reducing skin cancer risks, yet the development of effective interventions for middle and high school youth has lagged behind those for younger children. We developed and implemented the "Youth Engaged Strategies for Changing Adolescent Norms!" (YESCAN!) program, a school-based peer leader program that uses a youth-researcher partnership approach and a project-based curriculum to support high school students in developing and delivering short narrative videos and related material about skin cancer prevention to middle school students. Participating middle and high school students completed pre- and post-program surveys assessing skin cancer attitudes, perceived norms, and behavioral intentions. Middle school students (N = 97) reported positive pre- to post-program changes in future intentions to engage in sun protection and reduce UV exposure behaviors and on numerous measures of normative beliefs and attitudes. High school students (N = 13) reported positive changes on a smaller set of behavioral intentions, normative beliefs, and attitudes. These findings add to a growing body of support for youth-participatory, peer-led approaches to adolescent risk reduction in general and to skin cancer risks specifically. The YESCAN! program fills a need for effective skin cancer prevention among adolescents, while at the same time addressing educational objectives to develop 21st Century Skills.