This research investigates students' decision-making and collaborative skills within the science teaching and learning process through integrated Science, Technology, Engineering, and Mathematics (STEM) education. Although collaborative skills and effective decisionmaking are vital in the 21st century, many students still lack proficiency in these…

The needs of individuals are increasing and diversifying in the rapidly changing world. Individuals cannot continue their lives in society through the only theoretical knowledge, and they also use the skills they have gained. In this regard, the social studies course has an important function in terms of where and how the skills will be used. The…

The aim of this study is to examine the effect of argumentation over current teaching approach on scientific epistemological beliefs and 21st century skills of seventh grade students. This is a quasi-experimental design with pre-test and post-test control group. The sample of the study was composed of 79 seventh grade students (38 experimental; 41…

Background: Creativity is one of the key competencies for the talent of the 21st century to meet future challenges in a complex world. It is also an innovative basis for students to discover and pose questions. Purpose: This study aimed to explore which two interventions of the problem-oriented teaching model, teacher-guided problem finding (TGPF)…

Project-based learning (PjBL) instruction is an inquiry-based method that is beneficial to student achievement and their exploration of 21st-century learning skills, but there is a gap in the literature about how Grades 6 to 8 teachers feel about PjBL and its implementation. The research problem was science teachers in the United States were not…

In order to discuss the role of mathematics education in developing students' STEM Capabilities and 21st Century skills, it is necessary to define what is meant by these terms given the extent to which they are broadly used in global contexts. A literature review aimed at providing clarity, through affording a concise interpretation of each term…

This study investigated the inclusion of indigenous knowledge (IK) in the Amhara Region's new primary and middle school textbooks in a trial. For this purpose, book reviews of the three purposely selected primary and middle school textbooks were made. Besides, data were collected from 372 teachers and interviews were also made with 28 sample…

The purpose of this Action Research study was to investigate professional development, specifically related to technology, which has not provided teachers with adequate 21st century learning opportunities. This study sought to investigate a possible solution to ineffective professional development. Participants and data collected in Cycle 1…

Student investment in learning is often stronger when learning incorporates student choice, "real-world" authenticity, and creativity. This action research study investigated the impact of a particular tool for emphasizing these elements in learning: a free-choice, or "Genius Time," project in which middle school students in an…

The Guyanese Girls Code (GGC) training program, established in 2018, is aimed at increasing female participation in ICT. As a result of the COVID-19 pandemic, the program shifted to virtual operations to ensure the safety of participants and instructors. This presented an opportunity to contribute to the growing body of research that has been…

The purpose of this phenomenological study was to examine how integrative STEM teachers utilize the "Standards for Technological and Engineering Literacy" (STEL) to foster and assess 21st-century learning in technology and engineering classes at multiple Virginia public secondary schools. The theory guiding this study was Kolb's…

The purpose of this study is to reveal the relationship between 21st century learning skills and educational technology competencies of secondary school students. The population of this correlational research consists of 37.904 secondary school students in central districts (Ipekyolu, Tusba, and Edremit) of Van province. This study was carried out…

This study explores the integration of Design Thinking into the Key Stage 3 Design and Technology (D&T) curriculum at a school in North-West England, focusing on fostering 21st-Century Skills alongside subject-specific knowledge. The research draws on a multiple case study approach derived from the 'Solving Genuine Problems for Authentic Users…

Contextualised learning is required for learners to master successfully the 'big ideas' of science and to perceive the relevance of science education. Science curricula can either foster or impair teaching for contextualised learning depending on what science they plan to be taught and the way they recommend this to be done. This paper presents an…

This study investigated the extent to which digital literacy and media literacy among the 21st century skills are included in the social studies curriculum of the 4th, 5th, 6th and 7th grades in Turkey. Among qualitative research methods, the document analysis was used in the study. Since the data were collected from printed and digital materials,…