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Journal articles on the topic '21st century digital skills'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

van Laar, Ester, Alexander J. A. M. van Deursen, Jan A. G. M. van Dijk, and Jos de Haan. "Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review." SAGE Open 10, no. 1 (2020): 215824401990017. http://dx.doi.org/10.1177/2158244019900176.

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This study brings attention to the determinants of 21st-century skills and 21st-century digital skills. The following skills are investigated: technical, information, communication, collaboration, critical thinking, creativity, and problem-solving skills. To understand differences in the level of these skills among workers, we need to know the factors that determine an individual’s skill level. A systematic literature review was conducted to provide a comprehensive overview of empirical studies measuring skill determinants. The results show that there is strong need for research on determinant

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ÖZEREN, Ender. "Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills." International Education Studies 16, no. 2 (2023): 61. http://dx.doi.org/10.5539/ies.v16n2p61.

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The research aims to determine whether secondary school students&rsquo; digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill

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Dedi, Riyan Rizaldi, Nurhayati Eris, and Fatimah Ziadatul. "The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students' Skills in 21st Century." International Journal of Asian Education 01, no. 2 (2020): 73–80. https://doi.org/10.46966/ijae.v1i2.36.

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Dynamic human development in the 21st Century demands students to make innovations in the world of education. Students are required to have 21st-century skills, namely creativity, critical thinking, collaboration, and communication. In contrast, teachers are required to have skills that must be mastered. The six capabilities are mastery of knowledge/content, mastery of 21st-century pedagogy, the ability of expertise in the development and achievement of students and give support, mastery of learning psychology skills; having counseling skills; and competence in using information technology and

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Özer, Merve, and Ayşenur Kuloğlu. "The Relationship Between Primary School Teachers’ Perceptions of 21st Century Skills And Digital Literacy Level." Malaysian Online Journal of Educational Technology 11, no. 3 (2023): 173–83. http://dx.doi.org/10.52380/mojet.2023.11.3.429.

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In the 21st century, individuals are exposed to technology from the moment they are born. They are expected to master 21st century skills and digital literacy in order to use technology appropriately, safely, and effectively and keep up with the times. The 21st century skills and digital literacy of primary school teachers, who form the basis of individuals' learning and lead them, are of great importance. For this reason, in this study, primary school teachers’ perceptions of 21st century skills proficiency, their digital literacy levels, and the relationship between them were examined. A rel

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Marecel, E. Krawczyk, and M. Garabato Melinda. "Utilization of Information and Communication Technology and 21st Century Skills." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 08 (2024): 3902–14. https://doi.org/10.5281/zenodo.13364023.

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Learning has now become beyond the four corners of the classroom. Utilization of Information and Communication Technology (ICT) enhances learning which students may either develop the 21st Century skills or otherwise. This study aimed to determine the relationship between utilization of ICT and 21st Century skills of students of East 1 District, Division of Gingoog City for SY 2023-2024. Specifically, this study sought to determine the extent of ICT utilization in terms of learning activities, and perceived impact; the level of 21st Century skills of students in terms of learning skill, creati

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Shopia, Khilda, Sarah Aslamiyah, Isnaniah Isnaniah, Syifa Fadhilah Hamid, Purnawati Purnawati, and Muhamad Rizky Fadhil. "STUDENTS’ AWARENESS TOWARD 21ST CENTURY SKILLS." PRIMACY Journal of English Education and Literacy 3, no. 2 (2024): 67–79. https://doi.org/10.33592/primacy.v3i2.6342.

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Understanding 21st-century abilities is essential for students to succeed in the quickly changing digital and information age. These abilities, which are divided into learning, literacy, and life skills categories, include vital proficiencies including critical thinking, creativity, teamwork, communication, information literacy, and flexibility. In order to successfully handle societal difficulties, this study looks at how well students comprehend and apply these abilities. The results show that although students show a moderate level of knowledge regarding digital literacy and teamwork, defic

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Ilgaz, Hale. "Shifting to digital with 21st century skills." Educational Technology Research and Development 69, no. 1 (2021): 199–200. http://dx.doi.org/10.1007/s11423-021-09946-x.

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AP, Sundapa, Syamsurizal S, Irdawati, and Putri DH. "Interactive Multimedia Development Using Adobe Flash Cs6 to Improve Critical and Creative Thinking Skills of Class VIII Junior High School Students." International Journal of Current Science Research and Review 05, no. 11 (2022): 4187–93. https://doi.org/10.5281/zenodo.7318437.

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<strong>ABSTRACT:</strong> Education has a huge impact on the existence of the 21st century. Improving the quality of human resources through education, from primary and secondary education to higher education is the key to being able to follow the development of the Industrial Revolution 4.0. This 21st century learning applies creativity, critical thinking, cooperation, problem solving, communication skills, community skills and character. The education system needs a new movement to apply skills in the era of the industrial revolution 4.0. One of the movements designed by the government is t

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Affendy Lee, Noor Azli, Farina Nozakiah Tazijan, Aileen Farida Mohd Adam, I. Ikhsanudin, and Rofiza Aboo Bakar. "Comparative analysis of digital literacy and 21st-century skills among university graduates in Malaysia and Indonesia: The role of collaboration, critical thinking, communication, and creativity." Journal of Nusantara Studies (JONUS) 10, no. 1 (2025): 166–91. https://doi.org/10.24200/jonus.vol10iss1pp166-191.

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Background and Purpose: Digital literacy and 21st-century skills are increasingly needed to navigate today's globalized society. Recent study emphasises the necessity of these abilities for youngsters to actively participate in digital societies, civic and political affairs, and digital identity exploration. This study aims to compare the digital literacy and 21st-century skills of university graduates in Malaysia and Indonesia, and to examine how these skills shape digital literacy in both countries. Methodology: 113 Malaysian and 271 Indonesian graduates participated in the online survey. Th

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Atika Ulya Akmal, Yohandri, and Abdul Razak. "Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model." International Journal of Elementary Education 7, no. 4 (2023): 731–41. http://dx.doi.org/10.23887/ijee.v7i4.66570.

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The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpos

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Zainil, Melva, Ary Kiswanto Kenedi, Rahmatina, Tin Indrawati, and Ciptro Handrianto. "The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia." Journal of Education and e-Learning Research 10, no. 1 (2022): 29–35. http://dx.doi.org/10.20448/jeelr.v10i1.4336.

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The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop

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Erol, Hüseyin. "Reflections on the 21st Century Skills into the Curriculum of Social Studies Course." International Journal of Education and Literacy Studies 9, no. 2 (2021): 90. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.90.

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This study aimed to investigate the reflections of the 21st century skills into the curriculum of social studies course in Turkey. The classification made by the institutions classifying the 21st century skills in line with this objective has been examined and the classification made by the Partnership for 21st Century Skills (P21) has been considered as it has been generally accepted. The study investigated the reflections of the 21st century skills on social studies curriculum being subject to detailed content analysis. Accordingly, the basic approach of the curriculum was examined as to whe

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Zamista, Adelia Alfama, and May Shanda Charona. "Tingkat Literasi Digital dan Pengaruhnya terhadap Keterampilan Abad-21 Mahasiswa ditinjau dari Perspektif Gender." Cetta: Jurnal Ilmu Pendidikan 6, no. 4 (2023): 745–56. http://dx.doi.org/10.37329/cetta.v6i4.2760.

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The 21st century is known for its rapid technological developments, one of which is the development of digital technology. This digital technology has penetrated various fields, including education. This research aims examine the level of digital literacy and its influence on students' 21st century skills from a gender perspective. This research method is a quantitative method. The research population is active students of the Tadris Physics study program who are currently attending lectures in the first to fourth years. The research sample consisted of 38 students (19 male students and 19 fem

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Rizaldi, Dedi Riyan, Eris Nurhayati, and Ziadatul Fatimah. "The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students’ Skills in 21st Century." International Journal of Asian Education 1, no. 2 (2020): 73–80. http://dx.doi.org/10.46966/ijae.v1i2.36.

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Dynamic human development in the 21st Century demands students to make innovations in the world of education. Students are required to have 21st-century skills, namely creativity, critical thinking, collaboration, and communication. In contrast, teachers are required to have skills that must be mastered. The six capabilities are mastery of knowledge/content, mastery of 21st-century pedagogy, the ability of expertise in the development and achievement of students and give support, mastery of learning psychology skills; having counseling skills; and competence in using information technology and

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Isla, Rey Jonathan. "Developing 21st Century Skills in a Digital World." WORLD EDUCATION CONNECT Multidisciplinary e-Publication IV, no. I (2024): 2. https://doi.org/10.5281/zenodo.10512259.

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The 21st-century skills encompass a broad range of abilities that are crucial for thriving in today's interconnected, fast-paced, and technology-driven global society. These skills include but are not limited to critical thinking, creativity, collaboration, communication, information literacy, technological proficiency, adaptability, and global awareness. As the digital revolution continues to reshape various aspects of our lives, the demand for these skills becomes even more pronounced.

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Reeves, Emily, Christina J. McIntyre, Sally Henschel, and Leslie Pierce. "Developing 21st Century Communication Skills Using Digital Storytelling." International Journal for Infonomics 14, no. 1 (2021): 2068–72. http://dx.doi.org/10.20533/iji.1742.4712.2021.0215.

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Pujiati, Hanip. "Integrating 21st Century Skills in Curriculum and Material Development Course." Stairs 4, no. 2 (2024): 147–56. http://dx.doi.org/10.21009/stairs.4.2.6.

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The Curriculum and Material Development (CMD) course content is contextualized in accordance with technological advancements in the era of the Fourth Industrial Revolution and the community's need for educators who possess 21st-century skills. This revision involves integrating 21st-century skill values into curriculum development, syllabi, teaching materials, media, methods, and learning evaluation. Therefore, this study focuses on integrating 21st-century skills and 21st-century digital skills, including critical thinking, creative thinking, collaboration, communication, information literacy

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Ahmed Ali Alhawri, Abdulghani, and Abduiwasea Ali Naji Alqudsi. "Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen." International Journal for Talent Development 11, no. 21 (2021): 69–87. http://dx.doi.org/10.20428/ijtd.11.21.4.

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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 communi

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Ahmed Ali Alhawri, Abdulghani, and Abduiwasea Ali Naji Alqudsi. "Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen." International Journal for Talent Development 11, no. 2 (2021): 69–87. http://dx.doi.org/10.20428/ijtd.v11i2.1718.

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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 communi

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ZAN, Aprina maharani, Asrizal, Rose Amnah, Helma, and Hidayati. "Effects of Digital Science Teaching Materials on Conceptual Understanding and 21st Century Skills: A Metaanalysis." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 1306–15. http://dx.doi.org/10.29303/jppipa.v9i12.5536.

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Innovative learning can improve students' 21st century skills. However, previous research states that students' 21st century skills such as critical thinking, creativity, collaboration and communication are still low. The solution to this problem is to analyze learning using electronic teaching materials. The aim of this research is to analyze the magnitude of the influence of a number of similar studies on students' 21st century skills. The research method can be classified as meta-analysis. In this meta-analysis method, the effect size of each similar study is determined and hypotheses are t

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Fatmawati, Ayu. "STUDENTS’ PERCEPTION OF 21st CENTURY SKILLS DEVELOPMENT THROUGH THE IMPLEMENTATION OF PROJECT-BASED LEARNING." Pedagogy : Journal of English Language Teaching 6, no. 1 (2018): 37. http://dx.doi.org/10.32332/pedagogy.v6i1.1111.

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The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. Th

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Rosman, Nur Liyana, Affero Ismail, and Muhammad Nuqman Mohd Nasir. "THE RELATIONSHIP BETWEEN DIGITAL COMPETENCIES AND 21ST CENTURY SKILLS OF TECHNOLOGY STUDENTS’ CONSTRUCTION OF VOCATIONAL COLLEGES." International Journal of Innovation and Industrial Revolution 6, no. 16 (2024): 55–64. http://dx.doi.org/10.35631/ijirev.616004.

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Now digitalization-based learning is needed because it is in line with the Malaysian Education Development Plan 2013-2025 which is to utilize ICT to improve the quality of education in Malaysia. Therefore, the development of technology must be in line with 21st century learning because it is interdependent and has elements that are closely related to each other. However, the acceptance of students the change in the education system has become one of the constraints for the development of technology today. In fact, the probability of constraints in terms of applications or technological devices

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Almuhammadi, Anas. "Examining the Integration of 21st Century Skills in EFL Instruction: A Case Study of Selected Saudi Universities." English Language Teaching 17, no. 6 (2024): 45. http://dx.doi.org/10.5539/elt.v17n6p45.

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In an era characterized by rapid technological advancements and societal transformations, the importance of 21st-century skills in education cannot be overstated. Teachers play a pivotal role not only in imparting knowledge within the confines of the classroom but also in shaping the lives of individuals within their communities. This study investigates the acquisition of 21st-century skills among English teachers in Saudi Arabian universities, recognizing the significance of these skills in preparing educators for the evolving demands of modern society. A total of 150 respondents from five un

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Machaal, Brahim. "Transforming Education for the 21st Century." Proceedings of the International Conference on Teaching, Learning and Education 1, no. 1 (2024): 14–25. http://dx.doi.org/10.33422/ictle.v1i1.582.

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This paper reports on a study examining how well the curriculum of a bachelor’s program at a Moroccan university equips students with 21st-century skills to enhance employability. A mixed-method approach was used, combining curriculum evaluation, questionnaires and interviews with both students and faculty. The curriculum evaluation reviewed course content for the inclusion of key skills such as creativity, problem-solving, and digital literacy. The questionnaires gauged students' perceptions of their preparedness for the job market, while semi-structured interviews explored faculty perspectiv

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Oanh, Duong Thi Kim, and Thi Dieu Hien Dang. "Effect of STEAM Project-Based Learning on Engineering Students’ 21st Century Skills." European Journal of Educational Research 14, no. 3 (2025): 705–21. https://doi.org/10.12973/eu-jer.14.3.705.

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STEM/STEAM education is an interdisciplinary pedagogical approach that cultivates skills in science (S), technology (T), engineering (E), arts (A), and mathematics (M) while also fostering 21st century skills like teamwork, problem-solving, critical thinking, and creativity in learners. Enhancing STEAM and 21st century skills for engineering students facilitates their swift adaptation to STEM/STEAM employment demands in the 4.0 industrial revolution and the ongoing digital transformation in Vietnam. This study aims to investigate the effect of STEAM project-based learning on the 21st century s

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Rahayu, Sri. "Development of 21st Century Skills through Project-Based Learning at Al-Azhar 15 Islamic Junior High School Cilacap." Proceedings Series on Social Sciences & Humanities 19 (November 30, 2024): 200–205. https://doi.org/10.30595/pssh.v19i.1353.

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Education seeks to improve 21st century skills. In facing the challenges of an increasingly complex modern era 21st century skills, such as critical thinking, creativity, collaboration, communication, and digital literacy, are important. The method of this paper uses documentation analysis and literature study on project-based learning and 21st century skills. Data will be collected from various sources such as educational policies, writing reports, and related scientific publications. The results of this paper are expected to provide a better understanding of the development of 21st century s

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Cahulugan, Ed Vincent, Jimmy Bucar, and Gyllevi Prylle Bongato. "Preparing for the Future: The Link between 21st Century Skills and Academic Performance in Senior High School." Psychology and Education: A Multidisciplinary Journal 22, no. 7 (2024): 854–62. https://doi.org/10.5281/zenodo.13118502.

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The development of 21st-century skills, such as critical thinking, collaboration, and digital literacy, significantly enhances the academic performance of senior high school students by equipping them with the essential tools to navigate and excel in a rapidly evolving educational landscape. Along this line, this study determined the level of 21st-century skills and academic performance among senior high school learners in the Alicia District , Bohol Division, for the school year 2018-2019 The research employed a descriptive correlational design, involving 205 senior high school learners from

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Indarta, Yose, Nizwardi Jalinus, Rijal Abdullah, and Agariadne Dwinggo Samala. "21st Century Skills : TVET dan Tantangan Abad 21." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 6 (2021): 4340–48. http://dx.doi.org/10.31004/edukatif.v3i6.1458.

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Penelitian ini bertujuan untuk membahas tentang pentingnya keterampilan abad 21 dalam menjawab tantangan dan peluang pada abad 21. Pembahasan berfokus pada tantangan TVET, keterampilan abad 21, literasi digital, pembelajaran inovatif pada abad 21. Dalam menghadapi perubahan yang terjadi pada abad 21 menjadi tantangan tersendiri bagi TVET dalam peran mempersiapkan generasi emas yang sesuai dengan kebutuhan dunia industri, dunia usaha, dan dunia kerja. Perubahan paradigma baru dalam pembelajaran TVET yang berorientasi pada 21st Century Skill merupakan langkah antisipatif dalam mempersiapkan lulu

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G., Vijaykumar. "ROLE OF DIGITAL LIBRARY IN 21ST CENTURY - AN OVERVIEW." Shanlax International Journal of Arts, Science and Humanities 6, S2 (2019): 155–60. https://doi.org/10.5281/zenodo.2580583.

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<em>Modern Society is based on information resources. The traditional concept of libraries, which was completely based on print media, is changing to digital form with the help of IT, A digital library is highly organized collection of electronic learning resources. The changing environment has changed the role of librarian from being a custodian of book to a provider of information. It is therefore a pertinent on the part of the librarian to acquire new skills required for developing & managing the modern library. The empowerment of library and information profession with IT driven skills

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Yoma, Fanny Okta, Fadhli Ranuharja, Eka Fauzihardani, and Rino Rino. "The Impact of Digital Technology and 21st Century Skills on Employee Performance." Jurnal Teknologi Informasi dan Pendidikan 18, no. 1 (2025): 602–11. https://doi.org/10.24036/jtip.v18i1.863.

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In the ever-evolving digital age, it is important to understand the impact of digital technology and 21st century skills on employee performance. In this systematic literature review, researchers explored the relationship between digital technology, 21st century skills and employee performance through synthesizing 24 relevant articles indexed by scopus, google scholar and dimension in the period 2019-2024. The review revealed a number of important insights into how digital technology adoption and 21st century skills development impact employee productivity and effectiveness across a range of o

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Shabbir, Najmi, and Shalini Porwal. "DIGITAL LITERACY: A NECESSITY IN THE 21ST CENTURY FOR INDIA." Information Technologies and Learning Tools 105, no. 1 (2025): 222–31. https://doi.org/10.33407/itlt.v105i1.5883.

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India with its rapid growth has witnessed new heights with its innovative and technical practices. It has changed the way we share and gather information before, our traditional education system has now updated with the digital world. Being digital natives it becomes important to update or upgrade oneself with digital literacy. Digital literacy has emerged as a crucial skill for individuals to navigate and thrive in this digital age. This research paper has focused on the significance of digital literacy for Modern India and discuss how they are acquiring and utilizing these skills. The study

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Lestari, Mugi, Supriyadi Supriyadi, and Sulhadi Sulhadi. "The Growth of Vocational High School Students' 4C Skills on the Use of PjBL STEM-Based Physics Digital Module." Physics Communication 7, no. 2 (2023): 63–70. http://dx.doi.org/10.15294/physcomm.v7i2.38403.

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The Partnership for 21st Century Learning (P21) developed the Framework for 21st Century Learning to help education practitioners integrate skills into lesson teaching. This framework describes the skills, knowledge, and expertise that students must master in order to succeed in work and life. One of the skills that must be mastered by students in facing the 21st century is the 4C skill which consists of critical thinking, communication, collaboration, and creativity skills. This study aims to analyze the growth of the 4C skills of SMK students as the effect of implementing the use of PjBL STE

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Helen, B. Boholano. "IMT Skills of the Pre-service Teachers in Cebu City." International Journal of Evaluation and Research in Education (IJERE), no. 3 (September 1, 2018): 212–20. https://doi.org/10.5281/zenodo.7127222.

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Information, media and technology is an essential skill in the 21st century. The development of the country relies on the people. The preservice teachers are task to mold the 21st century learners. The purpose of this study is to investigate and analyze the information, media and technology skills in the 21st century of the preservice teachers in the different Higher Education Institutions (HEIs) in Cebu City. Findings revealed that the preservice teachers possessed very IMT good skills.  There are three themes formulated regarding the effects of new digital technologies in the 21st centu

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Kurniati, Kurniati, Vina Ervina, Nabila Ainatasya, and Ahmad Jailani. "The Efforts of Implementing the 21st Century Learning in English Education." Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) 5, no. 1 (2024): 32–35. http://dx.doi.org/10.54371/ainj.v5i1.358.

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This research aims to reveals the efforts of implementing 21st century learning and the challenges faced by respondents in applying 21st century learning in English Education Study program at STAIN Bengkalis. This study was a survey research. The findings indicated that several efforts to implement 21st century learning conducted by lecturers in the English Education Study Program at STAIN Bengkalis included: 1) In general, the lecturers have implemented 21st century learning models such as Collaborative Learning, Project Based Learning, and Problem Based Learning; 2) Lecturers employed studen

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Fleming, Erica C., Jenay Robert, Jennifer Sparrow, Josephine Wee, Patrick Dudas, and Margaret J. Slattery. "A Digital Fluency Framework to Support 21st-Century Skills." Change: The Magazine of Higher Learning 53, no. 2 (2021): 41–48. http://dx.doi.org/10.1080/00091383.2021.1883977.

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Gürsoy, Gülden. "Digital Storytelling: Developing 21st Century Skills in Science Education." European Journal of Educational Research 10, no. 1 (2021): 97–113. http://dx.doi.org/10.12973/eu-jer.10.1.97.

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Mohd Ramli, Nor Fazlin, Farina Tazijan, Azianura Hani Shaari, and NA Wang. "IDENTIFYING 21ST-CENTURY SKILLS GAP IN THE ESL/EFL MALAYSIAN POSTGRADUATE EDUCATION SYSTEM." Asian People Journal (APJ) 6, no. 2 (2023): 119–35. http://dx.doi.org/10.37231/apj.2023.6.2.551.

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Abstract: Literacy in the 21st century entails creating and approving knowledge and data. Due to the abundance of information available, users must be able to sort through the uncertainty and be able to verify opinions from several aspects. Those who are pursuing postgraduate studies in particular need to be critical thinkers because simply understanding the material is not enough. Nonetheless, adjusting and transferring digital skills may be difficult for postgraduate overseas students as they have to use their linguistic skills to address issues with online navigation. The current study inte

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Kusumasari, Ervita Dwi, Sumarno Sumarno, and Ida Dwijayanti. "Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar pada Pembelajaran Bahasa Indonesia Berbasis Literasi Digital pada Kurikulum Merdeka." Tematik: Jurnal Penelitian Pendidikan Dasar 3, no. 1 (2024): 22–29. http://dx.doi.org/10.57251/tem.v3i1.1399.

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In the 21st-century education era, learning models that enhance critical thinking, collaboration, communication, and creative thinking skills are essential. Digital-based learning, specifically digital literacy, equips students not only with knowledge but also with the ability to apply their understanding in real-life situations, particularly for elementary school students. This study aims to optimize the process of improving 21st-century skills among elementary school teachers. Using instruments such as analysis documents (student self-reports during PBL implementation), 21st-century skills r

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Jessica Alfa and Asrizal. "Sound Wave Digital Learning Material Integrated Augmented Reality and CTL Model to Promote Students' 21st Century Skills." Journal of Education Technology 7, no. 4 (2024): 599–609. http://dx.doi.org/10.23887/jet.v7i4.63479.

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The learning process should be able to develop students' 21st century skills. In fact, students' 21st century skills are still low. Skills in the 21st century that need to be developed by students are 4C abilities, including: critical thinking and communication. The purpose of this research is to analyze the results of the needs analysis, the results of the validity test, and the results of the practicality test of digital learning materials to support the improvement of students' 21st century skills. The type of research used is R&D with the Hannafin and Peck model. The subjects in this s

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David Triatna and Khamim Zarkasih Putro. "Strategi Profesionalisme Guru PAUD Abad 21 dalam Menstimulasi Kemampuan Membaca Anak Usia Dini." Journal Ashil: Jurnal Pendidikan Anak Usia Dini 4, no. 2 (2024): 124–39. http://dx.doi.org/10.33367/piaud.v4i2.5283.

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21st-century ECE teachers face challenges in developing effective strategies to stimulate early reading abilities in children. This study aims to explore the strategy of 21st-century early childhood education (ECE) teachers' professionalism in stimulating early reading skills in young children focusing on the effectiveness of these strategies in enhancing children's interest and reading abilities. The study employs a descriptive qualitative research method, with two teachers from groups B1 and B2 of TK Piri Nitikan as the subjects. The findings highlight that the professionalism of 21st-centur

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Hazel, Jhoy C. Del Mundo. "21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 05 (2022): 1159–72. https://doi.org/10.5281/zenodo.6602505.

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This descriptive-correlational study determined the 21st-century digital skills, technology integration in instruction, and challenges encountered in integrating technology. The participants in this study were composed of ninety-five Senior High School teachers in Muntinlupa National High School. The study sought to find a significant association between 21st-century digital skills and level of technology integration in instruction; challenges encountered and the level of technology integration of teachers in instruction. The study revealed that the majority of the respondents were female, age

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Maya, Lailatul, and Muchlas Suseno. "Investigating the Incorporation of Digital Literacy and 21st-Century Skills into Postgraduate Students’ Learning Activities." ELE Reviews: English Language Education Reviews 2, no. 1 (2022): 13–27. http://dx.doi.org/10.22515/elereviews.v2i1.5121.

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Students in higher education institutions require digital literacy and 21st-century skills for their learning activities. Despite the reality of students born into digital technologies that have become increasingly integrated into learning activities, no studies have looked into the situation, particularly study in the context of postgraduate students. This study aims to determine the extent of Master of English Language Education (MELE) students’ incorporation of digital literacy and 21st-century skills within their learning activities. This study was carried out using a survey research metho

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Cortez, Resyn Faye C., and Oliver Ponsades. "The Mediating Effect of 21st Century Skills on the Relationship Between Digital Literacy and Teaching Performance." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 526–39. http://dx.doi.org/10.47772/ijriss.2024.801039.

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In the rapidly evolving landscape of education, the integration of technology has become pivotal, emphasizing the significance of both digital literacy skills and 21st century skills for educators. This study aims to investigate the mediating role of 21st century skills in the association between digital literacy skills and teaching performance. Drawing on a theoretical framework encompassing digital literacy, 21st century skills, and teaching performance, a quantitative research approach was employed. Data was collected from a diverse sample of educators. The research study purposely identifi

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Yılmaz, Fatih, Serap Yılmaz Özelçi, and Celalettin Çelebi. "The Mediating Role of Digital Literacy between Lifelong Learning Tendency and 21st Century Skills." Participatory Educational Research 12, no. 1 (2024): 138–56. https://doi.org/10.17275/per.25.8.12.1.

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The rapid growth of technology accompanied new requirements in all aspects of life. The constant flow of information and the irresistible rise of technology gave rise to 21st-century skills, digital literacy, and lifelong learning concepts which are all in the spotlight of several organizations, policymakers, and researchers. Due to the increasing accessibility of technology, people, each day, feel the need to adapt to this new pace of life. Thus, teachers not only should be aware of their students’ needs but also be equipped with the qualifications the current age entails. With this in mind,

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Caminse, Aprillen B., Jamal M. Cadal, and Carlito P. Yurango. "A Quantitative Study On 21st-Century Learning Skills and Mathematical Identity of Math Majors." Asian Journal of Education and Social Studies 51, no. 6 (2025): 1481–87. https://doi.org/10.9734/ajess/2025/v51i62090.

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This study examined the influence of 21st-century learning skills on the mathematical identity of math majors. Many students struggle to develop a strong mathematical identity, which affects their engagement and confidence. Using a descriptive-correlational design, data were gathered from 100 math majors from different schools in Davao City through two standardized tools: the 21st-Century Skills Instrument and the Mathematical Identity Instrument. Findings revealed a very high level of 21st-century learning skills and a high level of mathematical identity. The results indicate a statistically

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Nabila, Aghni Zakiatun, Ahmad Farid, Siti Zuflihatul Magfiroh, Nur Zhafirah Hafizhah, and Maulida Nisaul Khomsah. "21st Century Skills Development in Modern Pesantren." Journal of Multidisciplinary Sustainability Asean 1, no. 3 (2024): 11–17. http://dx.doi.org/10.70177/ijmsa.v1i3.1124.

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Background: The integration of 21st-century skills into educational systems is crucial for preparing students for the global era. Modern Islamic boarding schools (pesantren) in Indonesia face the challenge of balancing traditional Islamic education with contemporary skill development. Purpose: This study aims to examine the implementation of 21st-century skills development in modern pesantren, identify challenges, and explore effective strategies for integration. Method: A qualitative case study approach was employed, involving three modern pesantren in Java. Data were collected through in-dep

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Rahayu, Ari, Dwi Yulianti, Pramudiyanti, and Dina Maulina. "An e-module analysis for problem-based learning with a focus on developing students' critical thinking skills." Asian Journal of Educational Technology 1, no. 3 (2022): 126–30. http://dx.doi.org/10.53402/ajet.v1i3.38.

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21st century education is expected to produce competent human resources in 21st century skills. Teachers must integrate information technology facilities to help participants learn with teaching materials, methods, and technology-based teaching media. This study aimed to describe PBL-based E-Modules to empower critical thinking skills in elementary school learning at SDN 01 Sangkaran Bhakti. This research is a descriptive qualitative research. Data and data sources were collected from interviews and questionnaires for 6 teachers and 15 students, then the data were analyzed by interactive analy

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Naharia, Orbanus, Mozes Wullur, and Norma Modigir. "The Role Of Digital Technology To Enhance Creativity And Innovation Skills For Learners In The 21st Century Era." Eduvest - Journal of Universal Studies 4, no. 10 (2024): 9646–53. http://dx.doi.org/10.59188/eduvest.v4i10.38826.

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The 21st century era is characterized by the rapid advancement of digital technology that affects various aspects of life, including education. Digital technology offers various opportunities to improve the quality of education, including in developing creativity and innovation skills for learners. The purpose of this study is to explore and understand the role of digital technology in improving creativity and innovation skills for learners in the 21st century era. This research utilizes qualitative research with data collection techniques in the form of literature studies. After the data is c

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Cajandig, Allan Jay S., and Zucarno C. Ledesma. "The Synergy Between 21st-Century Skills and Mathematical Proficiency." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 1470–75. https://doi.org/10.47772/ijriss.2025.90400108.

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The integration of 21st-century skills into mathematics education remains a critical yet underaddressed challenge, particularly in fostering adaptive expertise and addressing persistent gaps in algebraic preparation. This study aimed to investigate the relationship between 21st-century skills (critical thinking, problem-solving, creativity, innovation, communication, cooperation, and digital literacy) and mathematical proficiency in rational exponents and variation, while identifying their interaction effects on student success. A descriptive-correlational method was employed, combining quanti

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Fedorova, Elena Nikolayevna, Tamara Ivanovna Berezina, Marina Sergeyevna Moskalenko, Anna Vladimirovna Tukshumskaya, and Yulia Yevgenyevna Timokhina. "Digital Teacher for the 21st-century School 4.0." SHS Web of Conferences 121 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202112102015.

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The article deals with some pedagogical aspects of the digitalization of education. As it is shown in the article, the problem of digital education has been systematically analyzed and discussed for the last two decades by various analysts, researchers, and experts. Most of them consider the transition of education into its digital stage as the greatest turning point in the history of civilization and its culture. At present, teachers are facing quite new educational and pedagogical functions. The idea of a digital teacher as the leader of digital educational activity is in the focus of the an

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