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Journal articles on the topic '21st century skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Starr, Karen J. "President's Message: 21st Century Skills, 21st Century Infrastructure." Information Technology and Libraries 30, no. 2 (2011): 54. http://dx.doi.org/10.6017/ital.v30i2.3002.

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Saavedra, Anna Rosefsky, and V. Darleen Opfer. "Learning 21st-Century Skills Requires 21st-Century Teaching." Phi Delta Kappan 94, no. 2 (2012): 8–13. http://dx.doi.org/10.1177/003172171209400203.

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Sujarwo. "DEVELOPING 21st CENTURY SKILLS." Edukasi IPS 6, no. 2 (2022): 14–23. http://dx.doi.org/10.21009/eips.006.02.02.

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The industrial revolution 4.0 that occurred in the 21st century has brought about the needs and challenges of life that are different from the previous century. Changes that occur so quickly and are full of disruption due to the development of information technology require mastery of skills relevant to the needs of the 21st century. One of the skills needed is critical thinking skills. An alternative that can be used in developing critical thinking skills is through case-based blended learning. Through case-based blended learning in social science learning, students can improve their critical

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Mıhladız Turhan, Gülcan, and Işıl Açık Demirci. "What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula." Journal of Educational Issues 7, no. 1 (2021): 92. http://dx.doi.org/10.5296/jei.v7i1.18278.

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The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories

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Kuloğlu, Ayşenur. "The Relationship Between 21st-century Teacher Skills and Critical Thinking Skills of Classroom Teacher." International Journal of Psychology and Educational Studies 9, no. 1 (2022): 91–101. http://dx.doi.org/10.52380/ijpes.2022.9.1.551.

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This study aims to investigate the relationship between 21st- century teacher skills and critical thinking skills in the classroom teachers. The sample of the study consisted of classroom teachers working in a southeastern city in Turkey. A correlational survey model was used in the study. The 21st-century Teacher Skills Use Scale and the Critical Thinking Scale were used for data collection. The results showed that classroom teachers generally agreed with the statements of the 21st-century Teacher Skills Use Scale and the subscales of technopedagogical skills, flexible teaching skills and con

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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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Hadiyanto, Hadiyanto. "Observing the EFL Students’ 21st Century Skill Performance through Learning Activities of Research on the ELT Course." Indonesian Research Journal in Education |IRJE| 5, no. 2 (2021): 510–24. http://dx.doi.org/10.22437/irje.v5i2.16293.

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Students’ 21st-century skills; soft skills, and hard skills were developed through student-centered e-learning (SCEL) activities in Research on the ELT Course. The current study was conducted to improve teachers’ instructional strategies in e-learning to enhance students’ 21st-century skills through their learning activities. Data were gained by observing and assessing 24 students’ performance in practicing 21st-century skills through SCEL activities. Teachers have successfully improved instruction techniques and encourage students to learn in a group, independently, using online resources, di

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Kul, İlker. "An analysis of the 11th grade Turkish EFL textbook in terms of 21st century skills." International Journal of Social Sciences Paradigms 2, no. 2 (2024): 20241. https://doi.org/10.5281/zenodo.13133785.

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Language education relies on textbooks as the main source of knowledge. In the 21st century, students need more advanced skills to handle life's complex issues. Few studies have examined how textbooks include 21st-century skills. This study examined to what extent a Turkish EFL textbook representation of 21st-century skills to discover gaps and shortcomings. Content analysis was used in this investigation. An eleventh-grade EFL textbook was the subject of the study. According to the findings, the textbook includes 21st century skills to a great extent and the most common skills in the activiti

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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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Abell, Angela. "Skills for the 21st Century." Journal of Librarianship and Information Science 30, no. 4 (1998): 211–14. http://dx.doi.org/10.1177/096100069803000401.

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Supriadi, Rahmad Rafid, Shellya Tanaya Dhayinta, and Riski Febria Nurita. "CIVIC EDUCATION BARCODE MEDIA REVIEWED FROM 21ST CENTURY SKILLS LEARNING." EDUCATUM: Scientific Journal of Education 2, no. 2 (2024): 38–47. http://dx.doi.org/10.59165/educatum.v2i2.63.

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In this article, we will discuss the use of Civic Education barcode media in terms of 21st century skills learning. The use of Civic Education barcode media will be reviewed to see whether it can support the implementation of 21st century skills learning. Whether 21st century skills are already present in the use of Civic Education barcode media will be discussed, so it is hoped that their utilization can be achieved. can run optimally in the future if you have found the emphasis on 21st century skills. This writing was carried out using literature study. All skills contained in Skill 21 learn

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Lailatul Alifah and Sukartono. "Integration of 21st Century Skills in Thematic Learning in Elementary School." Jurnal Ilmiah Sekolah Dasar 7, no. 1 (2023): 168–75. http://dx.doi.org/10.23887/jisd.v7i1.55050.

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The challenges of the 21st century require students to be responsive to advances in science and technology. Students need to prepare 21st century skills known as 4C (Critical Thinking, Communication, Collaborative, and Creativity). So that in learning there needs to be integration of 21st century skills combined with thematic learning. This study aims to analyse the integration of 21st century skills in thematic learning in elementary schools. This type of research uses a qualitative descriptive approach. The subjects of this study were teachers and third grade students. Data collection techni

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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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Vista, Alvin. "Data-Driven Identification of Skills for the Future: 21st-Century Skills for the 21st-Century Workforce." SAGE Open 10, no. 2 (2020): 215824402091590. http://dx.doi.org/10.1177/2158244020915904.

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The world is rapidly changing, and the systemic shifts have the potential to affect the nature of work. To prepare the workforce, it is crucial to develop the skills that will be necessary for the unpredictable landscape of the future. Before these skills can be developed, however, they have to be identified and quantified through some form of valuation. It is important that the approach to skills valuation is empirically defensible. This article presents an approach to skills valuation that focuses on the extent to which a skill facilitates occupational transitions as its measure of value. Th

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Sahoo, Lipun, and Sk Samsul Alli. "Improving 21st Century Teaching Skills Using Technological Tools." International Journal of Research Publication and Reviews 5, no. 3 (2024): 6011–15. http://dx.doi.org/10.55248/gengpi.5.0324.0853.

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Ergashevna, Sabirova Nasiba. "Formation Of 21st-Century Skills in Literature Lessons." International Journal Of Literature And Languages 5, no. 5 (2025): 168–72. https://doi.org/10.37547/ijll/volume05issue05-39.

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This methodological recommendation provides recommendations on the topic of studying A.S. Pushkin's poetic novel "Eugene Onegin" in 10th grade literature. The historical period in which the author lived and the problems of this period are depicted in the work. A brief summary of the work and assignments is provided in addition to those in the textbook. Working based on modern pedagogical technologies in relation to the analysis of the work is explained with examples. New methods and exercises are recommended based on the teacher's personal work experience. A comparative analysis of the works a

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Priyana, Joko. "ADAPTING LEARNING MATERIALS TO FACILITATE A BALANCED ACQUISITION OF LANGUAGE SKILLS, VALUES, AND 21ST CENTURY SKILLS." Diksi 27, no. 2 (2019): 143–49. http://dx.doi.org/10.21831/diksi.v27i2.29036.

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(Title: Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21st Century Skills). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Henc

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canpolat, murat. "The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels." Journal of Higher Education and Science 11, no. 3 (2021): 527–35. http://dx.doi.org/10.5961/jhes.2021.472.

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The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descri

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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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Almazroa, Hiya, and Wadha Alotaibi. "Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes." Sustainability 15, no. 9 (2023): 7365. http://dx.doi.org/10.3390/su15097365.

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21st-century skills are key words which have been most searched in recent past. Yet, there seems to be amiss on how teachers should be prepared to teach 21st-century skills. Limited research insights imply lack of actionable inputs for design of teacher education programmes. Thus, this study supports the call by reviewing 55 relevant studies, using the systematic literature review (SLR) approach. This study employed a stringent search protocol to confine search to two popular databases—Scopus and Web of Science (WOS). The authors identified two emerging themes and six sub-themes. The three sub

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Mulyana, Ajeng Tina. "Model Pengembangan Bahan Ajar Bahasa Indonesia sebagai Mata Kuliah Wajib Umum (MKWU) Berbasis Paradigma Pembelajaran Abad Ke-21 pada Aspek Career and Life Skills (CLS)." Jurnal Inovasi Pendidikan MH Thamrin 2, no. 2 (2019): 43–54. http://dx.doi.org/10.37012/jipmht.v2i2.42.

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Preparing students to be skilled in work in the 21st century and able to connect a skill in 21st century teaching/Partnership for Teaching 21st Century Skill (P21) this articulates that students are expected to become successful individual citizens in working in the 21st. The pedagogic goes from traditional core skill to teaching paradigms of the 21st century. This 21st century paradigm is indispensable to ensure that at graduation students must be able to prepare themselves for work and other skills most in demand in the 21st century, namely career and life skills (CLS). This study aims to pr

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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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Ryanti, Ayni, Hadriana Hadriana, and Mahdum Adnan. "THE APPLICATION OF 21ST CENTURY LEARNING ASSESSMENT BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL." JURNAL PAJAR (Pendidikan dan Pengajaran) 7, no. 3 (2023): 558. http://dx.doi.org/10.33578/pjr.v7i3.9053.

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The 21st century is a century that is full of challenges. Advances in technology that are increasingly developing make humans have to be ready to accept various kinds of changes. Various competencies needed by students in the current era of globalization are often referred to as 21st-century skills, and the concept of education is known as 21st-century learning. Based on the times, the current assessment refers to 21st-century learning, which is related to critical thinking, creative thinking, communication skills, and collaboration skills. The application of 21st-century learning cannot be se

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Oktavia, Sri, Adlia Alfiriani, and Ami Anggraini Samudra. "Analysis of The Level of 21st Century Skills in Productive Teachers at SMK Negeri 2 Padang Panjang." Journal of Educational Sciences 8, no. 1 (2024): 140. http://dx.doi.org/10.31258/jes.8.1.p.140-150.

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In this 21st century, there are special skills that must be mastered by teachers, especially productive teachers, namely 21st century skills. This study aims to determine the level of 21st century skills possessed by productive teachers at SMK Negeri 2 Padang Panjang. The research method used is quantitative with survey research design. The study population was all teachers at SMK Negeri 2 Padang Panjang, and the sample was taken using purposive sampling technique so that the number of respondents was 26 people. Data analysis was carried out descriptively using index numbers. The research resu

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Dave, APARECIO,, LAGATIERA, Gary, and PAULIN, Josephine. "Exploring 21st Century Skill Competencies in Local College Students of Monkayo Davao De Oro." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 1210–15. http://dx.doi.org/10.47772/ijriss.2024.803081s.

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In the rapidly evolving landscape of the 21st century, the demands placed on individuals within the workforce have undergone profound transformations, Aizenkot & Ben David (2023). As societies become increasingly interconnected and technology continues to advance, according to Frache, Tombras, Nistazakis, & Thompson (2019) the skill sets required for success in the professional arena have expanded beyond traditional academic knowledge. In response to these changes, the concept of 21st-century skills has emerged as a critical framework for assessing and developing competencies essential

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Damayanti, Ade Mardiana, Nur Syamsiyah, Endang Astuti, Uci Dania, and Pintaka Kusumaningtyas. "The Role of Metacognitive Skills in Developing The 21st Century Skills." Educational Studies: Conference Series 1, no. 1 (2021): 26–30. http://dx.doi.org/10.30872/escs.v1i1.856.

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Metacognition is one of the most important dimensions of education in building knowledge, skills and character of students. The metacognitive skills are indispensable in developing the 21st century skills that must be mastered by students. This paper provides a review of literature that emphasizes on the 21st century skills that can be developed through the metacognition in learning. The finding reported the 21st century skills that can be developed in learning using the metacognitive skills included the ability in problem solving, critical thinking, reflective thinking and accessing informati

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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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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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Veloo, V. Ravindran M., and Adenan Ayob. "LEARNING THE 21ST CENTURY: THE IMPLICATION OF ATTITUDE, MOTIVATION, AND PERFORMANCE IN MALAY LANGUAGE FOR SECONDARY SCHOOL STUDENTS." International Journal of Education, Psychology and Counseling 5, no. 37 (2020): 331–49. http://dx.doi.org/10.35631/ijepc.5370027.

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The study aims to identify the impact of 21st century learning attitudes, motivation, and achievement of students in Malay language subjects. 21st-century skills are an important learning skill and are much needed by students to be competitive in this century. Various elements can be attributed to these 21st-century skills. various elements are needed in this age of technology. These elements include communication skills, science, and technology skills, thinking skills, interpersonal skills, intrapersonal skills, 3m skills (reading, counting, and writing), and so on. This survey study uses a q

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Dureza, Mary Jean, Rodalin Asenas, and Jose Dennis Dureza. "Empowering Filipino teachers in Bahrain: The role of cognitive flexibility and teaching leadership in shaping students' 21st-century skills." International Research Journal of Science, Technology, Education, and Management 4, no. 4 (2024): 114–27. https://doi.org/10.5281/zenodo.14745223.

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Educational institutions demand teachers to be cognitively flexible and highly skilled in leading their students to success. As 21st-century skills become increasingly essential, educators must assess how their approaches influence student development. This study explores the relationship between cognitive flexibility (CF), teaching leadership (TL), and the improvement of 21st-century skills among Filipino teachers in Bahrain. Specifically, it examines how these factors interact to shape student outcomes. Using a quantitative approach, data were collected from 65 Filipino teachers across vario

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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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Purwanti, Ani, Noor Hujjatusnaini*, Nurul Septiana, Astuti Muh Amin, and Jasiah Jasiah. "Analisis Keterampilan Berpikir Kritis Mahasiswa Melalui Model Blended-Project Based Learning Terintegrasi Keterampilan Abad 21 Berdasarkan Students Skill Level." Jurnal IPA & Pembelajaran IPA 6, no. 3 (2022): 235–45. http://dx.doi.org/10.24815/jipi.v6i3.25705.

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Thinking ability is one of the skills that must be had by all people in facing the demands of the 21st century, namely critical thinking skills. This skill can be achieved by delivering the material more clear and objective. Thus, the purpose of this study is to know the effect of implementing blended PjBL integrated 21st century skills on students’ critical thinking skills. The sample of this study amounted to 39 students in the fifth semester of Biology Education at IAIN Palangka Raya with a non-equivalent control group design. The accumulation data of critical thinking skills was obtained b

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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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Choudhary, Farkhunda Rasheed, Sadaf Zamir Ahmed, Sohaib Sultan, and Sidra Khushnood. "Comparative study of 21st Century Skills of Science Teachers and Students of Formal and Non-Formal Educational Institutes." Review of Education, Administration & LAW 4, no. 1 (2021): 231–41. http://dx.doi.org/10.47067/real.v4i1.131.

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It is very essential for teachers to practice 21st century teaching and learning skills while teaching in order to foster these skills in 21st century learners. The focus of this study was to explore the skills of science teachers regarding 21st century skills. For this purpose, an online survey was conducted to assess the 21st century skills of science teachers. The survey questionnaire was comprised of different subscales regarding 21st century skills namely as critical thinking, collaboration, communication and creativity. The questionnaire consisted of 5-point Likert scale. The overall res

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Odabaşı, Hatice Ferhan, Elif Akyol Emmungil, Elif Atabay, and Melkaç Değer Demir. "A Critical Overview of Turkish Research on 21st Century Skills in Education: 2017-2022." Qualitative Inquiry in Education: Theory & Practice 1, no. 1 (2023): 29–49. http://dx.doi.org/10.59455/qietp.3.

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In the world and in Türkiye, the 21st century skills have occupied a very large place and many studies have been conducted. Although the 21st century skills have emerged with the expectations of the business world, the training of the manpower expected by the business world depends on the education that people receive. This has led to the research on the educational aspect of 21st century skills. While there are many studies on 21st century skills related to education in Türkiye, there is no comprehensive study on 21st century skills associated with education. In this study, the years and purp

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Arslan-Cansever, Belgin, Beril Ceylan, Pınar Çavaş, Alev Ateş-Çobanoğlu, and Şengül, S. Anagün. "Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study." Shanlax International Journal of Education 9, no. 4 (2021): 236–46. http://dx.doi.org/10.34293/education.v9i4.4142.

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The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and p

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Razali, Nuratiqah Aziemah, and Muhammad Nor Syafiq Mohd Sanusi. "Analysis of mastery of science process skills and 21st century skills among secondary school students." Jurnal Pendidikan Sains dan Matemaitk Malaysia 10, no. 1 (2020): 16–20. http://dx.doi.org/10.37134/jpsmm.vol10.1.3.2020.

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This study aims to identify the level of mastery of science process skills and 21st century skills among secondary school students in the Federal Territory of Kuala Lumpur. A total of 30 respondents were involved in answering the questionnaire. This quantitative study uses the survey method. The research instrument has two main parts: the science process skills questionnaire and the 21st century skills questionnaire. Subcategories tested in 21st century skills include attitudes and perceptions of PdP science, inventive thinking and effective communication. The findings of this study show that

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Lobaton, Vince Paul, and Luciano Magallanes. "Media Literacy, Technological Adaptation, and Practices on 21st Century Skills of Teachers in Relation to Pupils' Performance: Basis for Enhancement." Psychology and Education: A Multidisciplinary Journal 32, no. 3 (2025): 293–338. https://doi.org/10.5281/zenodo.14885161.

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In today’s rapidly evolving educational landscape, students’ academic and holistic development relies heavily on the interplay of media literacy, technological adaptation, and the proactive cultivation of 21st-century skills by teachers. This study sought to examine the levels of media literacy, technological adaptation, and 21st-century skill practices among teachers and their relationship with student performance. Utilizing descriptive, comparative, and correlation research designs, the study involved 144 teachers and 144 pupils, with statistical tools including means, Mann-Whitn

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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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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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Pujana, Dw Gede Partiwa. "Private and Public English Teachers' Readiness in Implementing 21st Century Skills at Primary Schools." International Journal of Language and Literature 6, no. 4 (2023): 149–57. http://dx.doi.org/10.23887/ijll.v6i4.29235.

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The teachers in this era have an essential role in implementing 21st-century skills to the students. The teachers need to be ready and understand the skills 21st century. Thus, this study intends to investigate the primary school teachers' readiness in implementing 21st-century skills, specifically in teaching English. The readiness of teachers can assess from their lesson plan, teaching and learning process and assessment. The sequential embedded mixed-method used as the method of this study. In collecting the data, questionnaires and observation were used to obtain the data and supported by

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Utami, Luh Putu Restu Adi, Ni Nyoman Padmadewi, Luh Putu Artini, and Ni Luh Putu Eka Sulistia Dewi. "TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL." International Journal of Language and Literature 5, no. 1 (2021): 1. http://dx.doi.org/10.23887/ijll.v5i1.27667.

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21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study u

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Riki, Perdana, Apriani An-Nisa, Richardo Rino, Rochaendi Endi, and Kusuma Chahya. "Elementary students' attitudes towards STEM and 21st-century skills." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (2021): 1080–88. https://doi.org/10.11591/ijere.v10i3.21389.

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Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130

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Hamzah, Norhasyimah. "21st Century Learning Skills among Lecturers in Vocational College." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 542–49. http://dx.doi.org/10.37200/ijpr/v24i5/pr201719.

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Simiyu, Carolyne, Domitila Atitwa, and David Khamala Wafula. "Building 21st- Century Workplace Skills: Bridging Education And Industry." International Journal of Research Publication and Reviews 6, no. 6 (2025): 11646–55. https://doi.org/10.55248/gengpi.6.0625.2370.

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Illene, Sherlin, Selly Feranie, and Parsaoran Siahaan. "Create multiple-choice tests based on experimental activities to assess students' 21st century skills in the heat and heat transfer topic." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 44–57. http://dx.doi.org/10.11591/edulearn.v17i1.20540.

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Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master 21st-century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st-century skills in Indonesia is still very open, with attention being paid to the clarity of the instrument in describing rea

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Sherlin, Illene, Feranie Selly, and Siahaan Parsaoran. "Create multiple-choice tests based on experimental activities to assess students' 21st century skills in heat and heat transfer topic." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 44–57. https://doi.org/10.11591/edulearn.v17i1.20540.

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Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master the 21st century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real p

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Kim, Sharon, Mahjabeen Raza, and Edward Seidman. "Improving 21st-century teaching skills: The key to effective 21st-century learners." Research in Comparative and International Education 14, no. 1 (2019): 99–117. http://dx.doi.org/10.1177/1745499919829214.

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The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instruct

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Sun, Bailing, and LORNA A.ESPESO. "The Transformative Teaching Practice of Teachers and Cultivation of 21st Century Skills of College Students in Selected Sports Universities in China." International Journal of Education and Humanities 16, no. 2 (2024): 296–99. http://dx.doi.org/10.54097/zvf61b89.

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This study aims to explore the impact of teachers' transformative teaching practices on college students' mastery of 21st-century skills, with a focus on the teaching dimensions of "Personalized Considerations" and "Inspiring People," as well as the students' mastery of "Professional Skills" and "Life Skills." By analyzing students' assessments of their proficiency in 21st-century skills, the research demonstrates a significant positive correlation between transformative teaching behaviors and students' skill mastery. Specifically, the ability of teachers to motivate and provide personalized s

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Eny, Winaryati, Munsarif Muhammad, Mardiana, and Suwahono. "21st Century of Collaboration Skills: The Practical Basis of Learning Supervision." ITALIENISCH 12, no. 1 (2022): 251–61. https://doi.org/10.5281/zenodo.6699324.

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In this 21st century era, the students, teachers and principals are required to have a 21st century knowledge and learning skills. There are 4 characters of 21st century learning skills consist of critical thinking and problem solving, creativity and innovation, collaboration and communication (4Cs). This article emphasizes determining of the determining the dimensions and indicators of collaboration skills in learning supervision. The approach of this research is the Mixed Method, by the use of the continuous application of two model designs. Exploratory Sequantial Design, followed by Explana

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