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Journal articles on the topic 'The 21st century skill'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

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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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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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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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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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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TABESH, Yahya. "Computational Thinking: A 21st Century Skill." OLYMPIADS IN INFORMATICS 11, no. 2 (2017): 65–70. http://dx.doi.org/10.15388/ioi.2017.special.10.

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Djamahar, Refirman, Rizhal Hendi Ristanto, Nurmasari Sartono, Ilmi Zajuli Ichsan, and Ahmad Muhlisin. "CIRSA: Designing Instructional Kits to Empower 21st Century Skill." Educational Process: International Journal 7, no. 3 (2018): 200–208. http://dx.doi.org/10.22521/edupij.2018.73.4.

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Long, Chiva, Rany Sam, Chanthy Ny, et al. "The Impact of Assessment for 21st Century Skills in Higher Education Institutions: A Narrative Literature Review." International Journal of Advance Social Sciences and Education (IJASSE) 2, no. 1 (2024): 19–42. http://dx.doi.org/10.59890/ijasse.v2i1.1378.

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This review examines the impact of assessing 21st-century skills, such as critical thinking, communication, collaboration, and creativity, in higher education institutions. Through a narrative analysis of recent literature, the study identifies diverse assessment methodologies and their effectiveness in fostering skill development. Findings suggest that while innovative assessment practices can enhance skill acquisition, challenges remain in aligning these practices with traditional educational frameworks. The review highlights the necessity for institutions to adopt a holistic approach that i

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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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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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Pratama, Erik Yuda. "Integrating 21st Century Skill into EYL Class: A New Ideal Course Design and Planning for EYL Class." ENGLISH JOURNAL 10, no. 1 (2016): 1. http://dx.doi.org/10.32832/english.v10i1.234.

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The economical, political, business and social challenges faced by the world today demand the 21st century skill-integrated as the main aspect that must be mastered by every child nowadays. This paper explores some important aspects related to integrating the 21 century skill into EYL class. Included in the discussion of this essay are the framework of 21st century skill, the 21st century curriculum, and designing appropriate syllabus for 21st century education suitable for EYL classroom, such as project-based syllabus and theme-based syllabus. This paper also describes several ICT media tool

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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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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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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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Md, Mehadi Rahman. "21st Century Skill “Problem Solving”: Defining the Concept." Asian Journal of Interdisciplinary Research 2, no. 1 (2019): 64–74. http://dx.doi.org/10.34256/ajir1917.

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Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving con

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Hidayah, Ratna, Moh Salimi, and Tri Saptuti Susiani. "CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 1, no. 2 (2017): 127. http://dx.doi.org/10.30738/tc.v1i2.1945.

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The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills

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Mustapha, Mastura, and Azi Azeyanty Jamaludin. "Analysis of Interest Towards Science Subject and Its Relation with 21st Century Skills." Journal of Science and Mathematics Letters 9, no. 2 (2021): 103–16. http://dx.doi.org/10.37134/jsml.vol9.2.10.2021.

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The purpose of this study was to determine the level of interest in science subject and the relationship between interest in science and 21st century skills among pre-service biology teachers. The domain of 21st century skills being studied includes three elements which are inventive thinking skills, effective communication skills and high productivity skills. These three skills are necessary in the field of science and need to be mastered by every pre-service teachers so that it can be applied to their students later. The quantitative approach with survey method was used, involving questionna

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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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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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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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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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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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Rizki, L. M., and N. Priatna. "Mathematical literacy as the 21st century skill." Journal of Physics: Conference Series 1157 (February 2019): 042088. http://dx.doi.org/10.1088/1742-6596/1157/4/042088.

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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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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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O'Lawrence, Henry. "The Workforce for the 21st Century." Issues in Informing Science and Information Technology 14 (2017): 067–85. http://dx.doi.org/10.28945/3724.

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Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology : This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solv

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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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Pisitkasem, Arunya. "Aviation lecturers in the new normal world of learning." E3S Web of Conferences 244 (2021): 11021. http://dx.doi.org/10.1051/e3sconf/202124411021.

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An aviation lecturer in the new normal world of learning have to understand the changes surrounding aneducational circumstance in the aspects of economy, society, politics, administration, environment, and technology, together with the pandemic of COVID-19 which causes a new normal way of living. The concept of new normal way of living are wearing face mask and carrying alcohol gel, enforcing social distancing measures, using technologies and digital system, decreasing social meeting or meeting in a small group instead, avoidingunnecessary touch, and giving precedence to health and hygiene. Th

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Afdareza, Melva Yola, Putri Yuanita, and Maimunah Maimunah. "Development of Learning Device Based on 21st Century Skill with Implementation of Problem Based Learning to Increase Critical Thinking Skill of Students on Polyhedron for Grade 8th Junior High School." Journal of Educational Sciences 4, no. 2 (2020): 273. http://dx.doi.org/10.31258/jes.4.2.p.273-284.

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This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8

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ALZahrani, Amirah. "The Degree of Inclusion of Middle School Science Textbooks of 21st-Century Skills in Light of the Common Dimensions of The Education and Training Evaluation Commission." Journal of Umm Al-Qura University for Educational & Psychological Sciences 16, no. 3 (2024): 228–41. https://doi.org/10.54940/ep51257431.

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The study aimed to identify the degree to which science textbooks include 21st-century skills based on the common dimensions of the Education and Training Evaluation Authority using a descriptive analytical approach and a content analysis tool. The tool included (30) indicators distributed across (6) fields: critical thinking and problem solving, creative thinking, using technology, communication, cooperation, social contribution, and self-learning. The study sample consisted of science textbooks for the intermediate stage for both semesters (first and second), totaling (6) books. The study re

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Abualrob, Marwan M. A. "Determinants of Building 21st Century Skills in Palestinian Elementary Schools." Higher Education Studies 9, no. 2 (2019): 108. http://dx.doi.org/10.5539/hes.v9n2p108.

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To fully engage in modern society, learners need to acquire not only individual skills&ndash; such as critical thinking, innovation and self-direction, but also participatory competences&ndash; such as collaboration, local connections, global connections, technology utilization and communication. The present study measures the factors influencing the development of such skills in the elementary stage science students in Palestine. The population comprised the science teachers for third through ninth grades at West Bank schools, while the sample consisted of 560 teacher respondents who

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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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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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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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Irawan, Sandi, and Muhammad Mukhlis. "Keterampilan Abad 21 dalam Modul Ajar Bahasa Indonesia Kurikulum Merdeka di Sekolah Menengah Kejuruan." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 6, no. 1 (2023): 235–46. http://dx.doi.org/10.30872/diglosia.v6i1.634.

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This study aims to describe 21st-century skills in Indonesian language teaching modules for class X semester I of the independent curriculum created by educators at SMK Negeri 3 Pekanbaru. It is important because educators must develop independent curriculum teaching modules that integrate with 21st-century skills to prepare students to face the 21st-century era through a learning process that has been designed. This study used a qualitative approach with content analysis methods. Content analysis was conducted to find data on 21st-century skills in the Indonesian language teaching module docu

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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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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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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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Syahdi, Nadya, Korry Nilyani, Hilmi Rizki Anjani, Asrizal, and Fatni Mufit. "Meta-Analysis of the Influence of Science Teaching Materials Based on Inquiry Models on 21st Century Skills." Jurnal Penelitian Pembelajaran Fisika 9, no. 2 (2023): 148. http://dx.doi.org/10.24036/jppf.v9i2.123833.

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The 21st century is the era of rapid knowledge, technology and talent development. Teaching materials are needed to increase these skills to support student learning. The research objective was to determine the effect of inquiry-based science teaching materials on 21st-century skills. The research method used was a meta-analysis of 32 articles in national and international journals. The results of the study obtained by varying the level of education, subjects, teaching materials used, and components of the 21st-century skills of the students stated that the use of inquiry model-based science t

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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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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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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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Oluwagbohunmi, M. F., and R. A. Alonge. "21st Century Skills and Its Applicability to Social Studies." Asian Journal of Education and Social Studies 41, no. 3 (2023): 37–43. http://dx.doi.org/10.9734/ajess/2023/v41i3896.

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Students’ learning should be connected to life after school. They need to acquire skills that enhance analytic reasoning and complex problem solving. This is divergent from the content/knowledge-based traditional academic skill. 21st Century skills are competencies students need to possess to be able to prepare for workforce, lifetime learning and key into global economy. The 21st Century skills are Knowledge (need to consider the significance and applicability of what is taught), Skills (need to develop the ‘4Cs’-creativity, critical thinking, communication, collaboration for absorbing knowle

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Satria, Tio Gustri, and Tri Juli Hajani. "Development of Thematic Skill Learning Based on the 21th Century Skill Model for Fourth Graders." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 3, no. 1 (2020): 47. http://dx.doi.org/10.33578/jtlee.v3i1.7825.

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Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic

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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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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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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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