21st Century Skills Research Articles

Two Blind Individuals in a Forest: Implementing Project-Based Learning in Nutrition and Food Technology in Secondary Schools in Kampala, Uganda

Purpose: In this study, we explored how project-based learning is used in Nutrition and Food Technology in Uganda. Methodology: Using a mixed methods research approach, 12 focus group discussions were conducted with student project group leaders and considered nine for analysis (n = 50) 12 key informant interviews were done with NFT teachers and considered six for analysis because saturation point was reached. Also, quantitative data was collected from 197 learners who were not group leaders using questionnaires. Findings: The study revealed that the majority of projects in the NFT syllabus were only on food processing with none on topics that link nutrition to health. It further revealed that PBL was used as an additional practice for material taught initially by other means (Mean = 2.72; SD = 0.58), with limited writing of proposals (Mean = 1.47; SD = 0.85) with a narrow focus on 21st-century skills. Also, PBL strongly focused on the originality of the products (Mean = 2.53; SD = 0.82) with overall, an overemphasis on projects for assessment instead of learning. Unique Contribution to Theory, Practice and Policy: The study was limited to Kampala, so further research across the country is recommended. In addition, further studies on assessment of projects for learning are recommended.

Analysis of the relationship between high school teachers 21st century teaching and learning skills

In this study, it was aimed to examine the relationship between 21st century teaching and learning skills of high secondary school teachers. In line with this main purpose, firstly, the levels of high education teachers' use of 21st century teacher and learner skills were determined; then it was examined whether the levels of use of these skills differed according to the gender, years of professional seniority and the type of school they worked in. The research was designed according to correlational research design. The participants of the study consisted of a total of 282 high education teachers working in high schools affiliated to the MoNE within the borders of Altınordu district of Ordu province in the 2023-2024 academic year. In the data analysis process, total scores, mean, and standard deviation values were calculated to determine the levels at which high school teachers use 21st-century teaching and learning skills. To identify whether the levels of 21st-century teaching and learning skills vary by gender, years of experience, and type of school where teachers work, independent sample t-tests and one-way ANOVA tests were conducted. According to the results of the study, it was determined that high school teachers used affirmative skills with the highest score, then technopedagogical skills, administrative skills, generative skills and flexible teaching skills with the lowest score among 21st century teaching skills. Among the 21st century learning skills of high school teachers, it was determined that they used cognitive skills with the highest score, then innovativeness skills, collaboration and flexibility skills and autonomous skills with the lowest score. Within the scope of the other sub-problem of the research, there was no significant difference between the gender and professional seniority variables of the teachers and the level of use of 21st century teaching and learning skills of high school teachers. According to the school type, there was a significant difference between the levels of high education teachers' use of 21st century teaching and learning skills. According to the results obtained within the scope of the problem based on the research, it was concluded that there is a significant positive relationship between the levels of use of 21st century teaching skills and 21st century learning skills of high education teachers.

Talent Development in Inclusive Classrooms: An Analysis of Student Growth

In this 21st century context, communities and nations cannot afford to lose the talents of any young people. Shifts in thinking and practices are needed: from one-dimensional definitions to varied talents and 21st century skills of creativity, critical thinking, collaboration, and communication; from identification to assessment; from the goal of eminence to wisdom; from special programs to services in inclusive settings. To substantiate these changes, we analyzed student growth in creative problem solving in mathematics and science, and knowledge structure in an Australian school. Significant gains were made by all students at all levels of performance on three assessments, showing that all students in inclusive classrooms benefitted from the implementation of Maker's (1982) talent development principles. Implementing a teaching model such as Real Engagement in Active Problem Solving (REAPS) and assessment of creative problem solving are recommended. Instruments with no ceilings are needed, especially for assessing growth of high ability learners.

The impact of project-based learning on 21st century skill development of vocational engineering students: A systematic literature review

This study conducts a systematic literature review to evaluate the impact of Project-based Learning (PjBL) to vocational education and its effects on developing 21st-century skills. Utilizing the PRISMA framework, the study analyzes 21 articles from an initial pool of 1,036 papers from Scopus and Google Scholar databases. The included literature consists of articles published within the last five years (2019-2024) and systematically examines the findings from relevant studies. The analysis results demonstrate that PjBL is crucial in preparing students for a dynamic, technology-driven workforce by enhancing skills such as learning and innovation, information, media, technology, and life and career skills. Despite challenges in implementing PjBL, such as insufficient technological proficiency, inadequate resources, and misaligned curricula, PjBL offers opportunities to develop more effective pedagogical approaches aligned with industry needs. The study emphasizes the importance of collaboration between educators, policymakers, and industry stakeholders to address these challenges and improve vocational education quality. Additionally, the study identifies the need for further research to bridge existing gaps, particularly in developing information, media, and technology skills. Therefore, PjBL is a potential method for equipping students with essential skills for the ever-evolving job market.

The effectiveness of outdoor education on positive youth development and 21st century skills

Background Problems: Adolescents face various social challenges, such as the need to succeed in a competitive environment, cope with stress, face a global pandemic, and must develop in the future as adults. Research Objectives: The purpose of this research is to create an outdoor program integrated with PYD and 21st century skills that form a generation of young people who are resilient and ready to face global challenges. Methods: The method used in this study was the quasi-experimental design research method. The design used in this study was Pretest-Posttest Control Group Design With More Than One Experimental Group. The research instrument to measure 21st century skills is the 21st century skills questionnaire, and to measure positive youth development (PYD) using the PYD 7Cs questionnaire. Findings and Results: There was a significant difference in the effect of the outdoor education program of PYD integration with the control group with a calculated f value of 17,993 and a sig value of 0.000. Similarly, there are differences between the 21st century skill integration group and the control group with a calculated f value of 15.579 and a sig value of 0.000. Conclusion: The results show that outdoor education that integrates PYD and 21st century skills has a better impact so that youth have excess energy if not channelled into positive activities. Youth needs in outdoor education activities are still an attractive choice. In the 21st century, outdoor education activities become meaningful learning with the condition that there is an integration concept both in 21st century skills and positive youth development.

Acquisition and Application of 21st Century Skills among Pre-service Social Studies Teachers in Ghana

Acquisition and Application of 21st Century Skills among Pre-service Social Studies Teachers in Ghana

“Sukul Bhoj” a Newar feast: indigenous ways of knowing, doing, and living for ecological sustainability

ABSTRACT “Sukul Bhoj” is the feast organized by the Newars, an indigenous community of Nepal. It has a unique contribution to the ecological, health, and financial aspects, which is now shadowed by the buffet and party system, as people these days find it difficult and feel outdated to organize such a traditional feast. Hence, this paper subscribed to narrative inquiry through Vygotsky’s social constructivist approach to explore and access the cultural values, tools, and techniques used in Sukul Bhoj and its contribution to the ecological, health, and financial aspects. The participants were two Newar community leaders. The findings revealed that “Sukul Bhoj” is a significant step toward addressing global and local issues like environmental degradation, health issues, economic crises, and the loss of cultural identity. Finally, this study concluded that integrating indigenous knowledge and contextualizing the pedagogical practice helps develop 21st-century skills like problem-solving, critical thinking, and collaboration among the learners.

Enhancing students’ writing competence and 21st-century skills simultaneously via infographics

The accelerating pace of technological trends has numerous reflections in education. Accordingly, various tools have been utilized to reap their benefits in English classes. Among others, infographics, which combine text with visually stimulating images, stand out thanks to their advantages, such as being concise and academically rewarding. Although their effects have been studied worldwide, a gap in the literature has been observed in measuring infographics’ effects on developing students’ writing and certain 21st-century skills simultaneously in Iraq. Therefore, the main purpose of this study was to gauge the role of infographics in improving university students’ writing competence and 21st-century skills. Having chosen 30 freshman students through convenience sampling from a private university in Erbil, Iraq, in the spring semester of the 2023-2024 academic year, they underwent the treatment spanning 10 weeks about writing essays. Data collection encompassed writing exams, questionnaires, and interviews in this mixed methods research design study. Data were analyzed using either SPSS 29 or NVivo. Control group students received writing instruction based on the common curriculum, whereas experimental group students’ lessons were expanded with infographics. The findings unleashed that infographic-enriched writing education yielded better results in terms of writing exams with a .002 p-value. Complementary findings also showed that certain 21st-century skills, such as critical thinking and taking initiative, were promoted. On the other hand, the achievement of the control group students was far from noticeable. The findings of this study may have various implications for interested parties who plan to integrate infographics into English classes harmoniously.

Proposal for Teacher Training Model in Steam Education

This research is developed by systematizing the literature on STEAM education in relation to skills, strategies, training, implementation and competencies. An SLR methodology is applied focused on the field of education, 46 articles were selected from the Scopus, Eric and WOS Database from the last five years, complemented with quantitative research to verify the frequency of the variables in the documentary review. The results are articulated in a design to propose a teacher training model in STEAM education, for which three dimensions are taken into consideration based on the educational actors (pre-professional, professional and expert) in order to work on the different indicators that allow a logical and systematic sequence to implement STEAM education in current educational contexts that require the development of complex competencies, mediated by emerging technologies. It is evident that teachers, from their initial training to their professional development as experts, face the challenge of preparing new generations to solve complex problems and effectively promote the development of 21st century skills, in this way, Teacher training programs contribute significantly to their professional performance, playing a crucial role in the transformation of pedagogical practice, strengthening teaching professionalism and promoting a culture of research, generating a positive impact on the quality of current education.

Unlocking the Potential of Project-Based Learning in English Language Education: A Systematic Review of Benefits, Challenges, and Implementation Strategies

This study conducts a systematic review of the efficacy of Project-Based Learning (PjBL) as a pedagogical approach in English Language Learning (ELL). Given the increasing need for communicative competence in English amidst global demands, conventional grammar-focused methods fall short of fostering practical language skills. PjBL, emphasizing real-world project engagement, offers an alternative that aligns with communicative and student-centered principles. This review synthesizes findings from recent literature published between 2000 and 2024 to evaluate PjBL’s impact on language proficiency, student engagement, and the development of 21st-century skills. Evidence suggests PjBL effectively enhances students’ communicative competence, boosts motivation, and fosters critical thinking. However, challenges related to group dynamics, curriculum integration, and assessment complexities remain. The study concludes with recommendations for improving PjBL’s implementation in language education, advocating for enhanced teacher training and adaptable assessment methods. This research underscores PjBL’s potential to reshape ELL practices, though ongoing empirical investigation is essential to optimize its application in diverse learning contexts.

Digital Teaching Material of Integrated Science with Blended-PBL Model for Independent Curriculum

The Independent curriculum demands student-centered learning by utilizing technology, so that students' 21st century skills can develop. However, what is found at school is very contrary to the demands of learning in the independent curriculum. As a solution, Digital Integrated Science Teaching Materials Integrated Blended-PBL Model (DTMIS-Blended-PBL) was developed for the development of the Independent Curriculum. This research aims to determine the needs analysis, validity, and practicality of integrated digital science model teaching materials with PBL models. The research method used is the development method with the Ploomp. Research data in the form of knowledge scores, creative thinking skills, and communicative skills of students, validity and practicality of DTMIS-Blended-PBL. Based on the research results, three conclusions can be presented. First, there are problems in learning, especially low student achievement and creative and communicative thinking skills. Second, DTMIS-Blended PBL is valid with an average score of 0.87. Third, DTMIS-Blended PBL is practical with an average score of 93.53. Therefore, the developed DTMIS-Blended PBL is valid and practical so it has the potential to improve the quality of science learning and support the implementation of the Independent Curriculum.

Designing Learning Assessment with STEAM-Based Projects in Implementing of the Kurikulum Merdeka

This study aims to develop a learning assessment design with STEAM-based projects for implementing the Kurikulum Merdeka in junior high schools, focusing on the topic of environmental pollution. The Design-Based Research (DBR) approach was used, comprising three stages: analysis and exploration, design and construction, and evaluation and reflection. The assessment design was validated by three experts and tested with 35 students and a science teacher at a junior high school in Pontianak. Results from the analysis and exploration phase revealed that teachers needed a comprehensive assessment method to evaluate 21st-century skills. In the design phase, the developed assessment included project matrices and rubrics, receiving a validation score of 85.45%, indicating high validity. In the trial phase, teachers found the assessment design easy to use and effective in evaluating students' understanding of science and scientific processes. The design also identified students’ problem-solving and creative thinking skills. The findings suggest that this assessment could be a useful tool for evaluating students’ 21st-century skills and offers potential for further research, particularly in large-scale trials to improve its quality.

Development of PhET-assisted simulation e-worksheet using flipped laboratory approach for science communication skills

Communication skills are one of the 21st century skills. Specific communication in biology learning includes science communication. The purpose of the study was to analyze the improvement of science communication skills using E-Worksheet assisted by PhET on nervous system material. This research and development consist of three stages: the preliminary study stage, the product development stage and the product testing stage. Static-Group Pretest-Posttest research design. This study involved 35 students in the experimental class and 35 students in the control class selected using Purposive Sampling. The research instrument consisted of a validation questionnaire and limited description with indicators of science communication. Data analysis informs that e-worksheet is very feasible with an average score of 83.83%. The improvement of science communication skills on the nervous system material in the classroom using e-worksheet assisted by PhET simulation with an overall N-Gain value of 0.56 with moderate criteria. E-Worksheet assisted by PhET simulation helps the learning process. The guide to using E-Worksheet assisted by PhET simulation should be clearer and more detailed and provide training for teachers to be more familiar with electronics.

Development of Global Warming E-Module Integrated with PBL Model and Ethnoscience to Promote Students’ Environmental Literacy

Information and communication technology (ICT) in the 21st century is experiencing rapid development in the field of education. Education in the 21st century requires students to master 21st century skills and themes. One of the themes that students must master is environmental literacy. Based on the initial study conducted, students' environmental literacy is still low. One of the solutions provided to support the improvement of environmental literacy is the development of global warming e-module integrated with problem based learning model and ethnoscience to promote students' environmental literacy. The purpose of the study was to investigate the validity and practicality of the e-module. Product development refers to the Hannafin and Peck research and development model. The technique used in data analysis is descriptive statistics. Based on data analysis, two research results were obtained. First, the validity test results were 91.8 with a very good category. Second, the results of practicality according to teachers and students are 95.7 and 85.2 in the excellent category. The results concluded that the global warming e-module integrated with PBL model and ethnoscience to promote students' environmental literacy is valid and practical and can be used in supporting the physics learning process.

Implementation of the Merdeka Curriculum at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia

This study examines the planning, implementation, and evaluation processes of the Merdeka curriculum, with a particular focus on the integration of Arabic language teaching at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia. This study utilized a qualitative multi-case approach, focusing on three public madrasah's and one private madrasah. Data were collected through observations, interviews, and document analysis, with respondents comprising 20 seventh-grade Arabic and general subject teachers, four madrasah principals, four curriculum deputies, and four madrasah operators. Findings reveal that the Merdeka curriculum planning, implementation, and evaluation at Madrasah Tsanawiyah in Aceh Tamiang varied across institutions. While some schools demonstrated systematic approaches, disparities emerged in teacher training patterns, readiness for 21st-century skills, and the availability of digital education facilities. These challenges hindered the effective implementation of the curriculum and resulted in the absence of a clear evaluation framework. This study recommends that the government and education policymakers enhance teacher training distribution, improve digital education infrastructure, increase teacher welfare, and establish structured evaluation frameworks to optimize curriculum implementation in addressing global challenges.

No One Right Approach; A Review of 21st Century Skills Pedagogy in Eswatini Curriculum

Purpose: The 21st century skills curriculum is adjusted in different ways to meet each country’s education needs. This study is a review of how the 21st century skills curriculum is adapted in the Eswatini General Certificate of Secondary Education (EGCSE) curriculum. Its objectives were; to ascertain the vision of the 21st century skills curriculum as embraced by the EGCSE curriculum; to explore the interpretation of the 21st century skills pedagogy in the EGCSE curriculum and to examine other legal documents that embrace the notion of 21st century skills in Eswatini. Methodology: It adopted the systematic literature review methodology. Four (N=4) documents were analysed to determine 21st century skills. These are the P21 Framework, the IGCSE Consultative Document for 2005, the National Curriculum Framework for General Education and the Eswatini Education and Training Sector Policies (EETSP) for 2011 and 2018. Findings: The findings revealed that the 21st century curriculum philosophy is captured in the P21 framework and EGCSE curriculum in similar ways, as learner-centred and constructivist in design. The P21 Framework interprets the 21st century skills as; learning and innovation, information, media and technology skills and career skills. Contrary, EGCSE pool them together as; communication and language, numeracy, problem solving, technological awareness and applications, critical thinking, work and study, independent learning and working with others. Other legal documents that embraced the notion of 21st century skills were the Competency-based Curriculum Framework, the National Curriculum Framework for General Education and the Eswatini Education and Training Sector Policy for 2011 and 2018 within which there are two (2) sub-policies; Inclusive education, Education for All. Unique Contribution to Theory, Policy and Practice: Though put differently, the 21st century skills in both frameworks are similar; they empower learners with ways of thinking and working, tools for working and living in the world. Also, only summative assessment is captured, a few is said on formative. It is recommended that both frameworks be revised for more speculations on formative assessment strategies. For teachers to understand the EGCSE curriculum, they need to refer to the other documents or policies.

Integration and Contextualisation of TPACK and ICT 21st Century Skills When e-Tutoring in Online Distance Learning

The year 2020 saw the adoption of technology-based teaching, learning, and assessment occurring at a staggering rate. However, very few studies have examined the integration of technology in e-tutoring in open distance e-learning (ODeL). This research sought, firstly, to investigate the perceptions of the integration and contextualisation of technology, pedagogy, and content knowledge (TPACK) and 21st-century skills in the context of ODeL. Secondly, it sought to describe the strengths and weaknesses of the TPACK used during the COVID-19 pandemic. By way of research methodology, this research aimed to adapt an existing questionnaire, known as TPACK21 in Australasia. The questionnaire was adapted to suit qualitative research and the ODeL teaching and learning context. The findings point to the need to bridge the gap between technology and language education in the 21st century. Universities should train e-tutors, acknowledge their information and communication technology profiles, and consider their competences when preparing them for the 21st century environments with new technologies.

Piano at the Center: Reimagining Music Education

Many scholars and pedagogues have noted the various benefits that class piano can offer to student development, but few have noted the great potential for the piano class to address current prevailing issues in music education. The most pressing of these issues has centered on preparing students for the future through building 21st century skills, democratizing education through social justice, and increasing opportunities for student socialization post-pandemic. As interest in piano classes grows, it is vital to begin discussing ways that musical learning can occur in these settings. This article will provide examples of how the piano can be used in the piano technology lab, the piano ensemble, and the general classroom to address these current gaps in music education through project-based learning and student collaboration.

Gamifying Learning with AI: A Pathway to 21st-Century Skills

ABSTRACT This systematic review examines how gamification and artificial intelligence (AI) can converge to foster essential 21st-century skills like creativity, collaboration, and critical thinking in education. The review followed the main PRISMA statement guidelines, resulting in 175 articles for qualitative content analysis and bibliometric network visualization using VOSviewer. Key findings emerged: 1) Priority skills included creativity, collaboration, communication, and critical thinking. 2) Gamification enhances motivation, engagement, and skill acquisition via game elements. 3) AI personalizes learning experiences, provides feedback, and adapts gamified content. 4) Social interactions in virtual gamified environments promote collaboration. Gamification taps into motivational aspects of games, while AI enables personalized, adaptive learning experiences. Together, they offer innovative strategies for transforming education into an engaging, personalized process for developing vital competencies. This review provides valuable insights for teachers, instructional designers, and policymakers seeking to prepare students for future challenges through leveraging gamification and AI in fostering 21st-century skills.

The Revival of Classical Wisdom: Implementing Mixed Learning Approach Based on Ibnu Khaldun's Theory in Pesantren

This study explores applying Ibn Khaldun's mixed learning concept to improving learning outcomes in Islamic boarding schools. The study used a qualitative approach through interviews, observations, and documentation, which were then analyzed using the Optimal Matching Analysis (OMA) method. The study results showed that cognitive learning concepts, such as concept learning, understanding, problem-solving, logic, and public speaking, developed significantly through the fat al-listen constructivism-based forum. Learning outcomes are not only limited to understanding but also include analysis, even to the creation stage. The class discussion forum becomes a stepping stone for students to face more significant challenges outside the classroom. The four Fatq al-Lisan constructivism-based forums ala Ibn Khaldun positively impact the development of linguistic, logic, and interpersonal skills, which are part of multiple intelligences. These findings have implications for the development of 21st-century skills, where students are not only required to master higher-order thinking skills (HOTS) collaboratively but also support linguistic, logical, and interpersonal skills.