The integration of 21st century skills in the curriculum of education

• Published in: Heliyon
• Main Author: Herlinawati H.; Marwa M.; Ismail N.; Junaidi; Liza L.O.; Situmorang D.D.B.
• Format: Article
• Language: English
• Published: Elsevier Ltd 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200222182&doi=10.1016%2fj.heliyon.2024.e35148&partnerID=40&md5=65675b2e6de53f6692fcc89bfc3a3c30

The premise of this study, utilizing content analysis and descriptive qualitative designs, posited that teachers' comprehension of 21st-century/4Cs skills' could define the caliber of educational materials in higher education institutions. The study aimed to ascertain how 21st-century skills were incorporated in teachers' term evaluations and instructional plans, and to explore teachers' understanding of these skills. From 2022 to 2023, this research was carried out at the Faculty of Education in one university in Indonesia. There were 54 documents collected, which included 27 teachers' term evaluations and 27 instructional plans. Four teachers were interviewed to collect information related to their 4Cs competencies’ familiarity, opinions, and the challenges of the 4Cs competencies integration. To evaluate the collected documents, this study utilized the Career Technical Education (CTE) Career Ready Practices checklist, a 21st-Century Skills/4Cs rubric encompassing “Communication,” “Creativity,” “Critical Thinking,” and “Collaboration.” The research indicated that teachers' term evaluations and instructional plans have incorporated 4C skills in the categories of “Not yet reached competency” and “Approaching competency.” The research suggests that teachers' understanding of 4Cs competencies can be initially assessed through their instructional materials, 4Cs competencies, familiarity, positive opinions, and challenges. Teachers must have familiarity with 4Cs competencies in order to provide these skills in their instructional materials/plans and develop teaching with the 4Cs competencies. A multifaceted strategy is needed for the next research, including focused professional development, collaboration among educators, institutional leaders' support, and alignment with larger educational priorities and goals. © 2024 The Authors