The rapid advancement of science and technology has demanded the development of 21st-century skills, which are essential for employability and success in a complex human society. This systematic literature review examines 21st-century skills frameworks and explores the most researched skills in the context of English Language Teaching (ELT). Following the PRISMA guidelines, the study analyses 61 articles, six dissertations, and four conference proceedings published between 2013 and 2024. Findings reveal that the Partnership for 21st-century Skills (P21) framework is the most widely researched; however, many researchers combine elements from multiple frameworks, such as Assessment and Teaching of 21st-century Skills (ATCs21) and OECD models. Among the emphasized skills, the 4Cs: Critical Thinking, Communication, Collaboration, and Creativity, are the most frequently researched, followed by ICT literacy, initiative, self-direction, and social and cross-cultural skills. The study highlights the importance of incorporating these skills into English Language Teaching (ELT) to equip learners for global challenges. The study reveals that it is necessary to consider contextual variations in skill prioritization. Since this study only included ELT-related research, future research should explore interdisciplinary perspectives and localized adaptations of the 21st-century frameworks and skills.
This study, entitled 21st Century Learning and Innovation Skills of Students in Relation to Research Competence, examined the relationship between modern cognitive skills and academic inquiry among Grade 12 Senior High School students in a public school in Negros Occidental during the academic year 2025–2026. Utilizing a descriptive-correlational research design, the investigation analyzed students’ demographic profiles age, sex, and strand alongside their proficiency in critical thinking and problem solving, communication and collaboration, and information and media literacy. Research competence was assessed through indicators such as problem formulation and literature review, methodology and data collection, data analysis and technical interpretation, and research ethics and dissemination. Findings revealed that students exhibited strong communication and collaboration skills, while critical thinking and information literacy were comparatively weaker. Results further indicated a significant relationship between 21st-century learning and innovation skills and research competence, suggesting that the enhancement of these skills contributes to improved research performance. The study underscores the importance of integrating 21st-century learning competencies into academic programs to strengthen students’ capacity for inquiry and knowledge creation. The scope of the research was limited to Grade 12 students in one public school, thereby restricting the generalizability of findings to broader contexts. Nonetheless, the study provides valuable insights into the interplay between cognitive skills and research competence, offering implications for curriculum development, instructional strategies, and educational policy aimed at preparing learners for the demands of higher education and professional practice in the 21st century.
Charlene Joy C. Otero, Lenny Mae C. Otero, Citrobelle A. Adeguer· International journal of res...· 0 citations
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
Background: Teacher professionalism is a fundamental factor in improving the quality of education in the 21st century. Technological advancements, the implementation of the Merdeka Curriculum, the diverse characteristics of learners, and increasing global competency demands require teachers to continuously improve their competence and adaptability. Objective: This study aims to analyze the challenges of teacher professionalism in the 21st century, identify the strategic roles of teachers, and examine various efforts to enhance teacher professionalism. Method: The study uses a descriptive qualitative approach through a documentation study of scientific articles, books, policy documents, and relevant publications. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. Results: The study identifies five main challenges to teacher professionalism, namely curriculum changes, digital transformation, learner diversity, administrative burdens, and wellbeing. Furthermore, enhancing teacher professionalism requires continuous professional development, learning communities, technology based administrative simplification, and increased wellbeing. Conclusion: Enhancing teacher professionalism requires a comprehensive, collaborative, and sustainable approach to meet the demands of 21st century education. Contribution: This study offers an analytical framework that integrates challenges, role transformations, and strategies for enhancing teacher professionalism as a basis for policy development, educational practices, and future research.
Muhammad Dinul Adha, Zulkifli Musthan· Southeast Asian Journal of G...· 0 citations
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
21st-century science learning requires the development of critical thinking skills; however, students' mastery of these skills remains relatively low, making innovations such as Electronic Student Worksheet necessary. The integration of ethnoscience into Student Worksheet makes learning more relevant to local wisdom while supporting the development of 21st-century skills. This study analyzed articles discussing the role of ethnoscience-based Student Worksheet in strengthening 21st-century skills in science learning through five research questions. The study employed the PRISMA method using data from Google Scholar and Scopus, resulting in 32 articles published between 2020 and 2025. The articles were reviewed based on research trends, topic distribution, measurable outcomes, and implementation. The findings showed a marked increase in publications, peaking at 11 publications in 2025, accompanied by international collaboration that expanded citations and research impact. Research and Development was the dominant research design. Critical thinking skills were the most frequently studied outcome in 17 studies, followed by scientific literacy in 8 studies, while motivation, collaboration, and problem-solving skills were still rarely explored. Ethnoscience frequently incorporated local wisdom, such as traditional games, cultural practices, and food processing, which enhanced conceptual understanding, learning engagement, and 21st-century skills. Overall, ethnoscience-based Student Worksheet makes science learning more contextual and meaningful.
Trisna Dwi Sasmita, S. Sudarmin, N. R. Dewi· Jurnal Mangifera Edu· 0 citations
This study examines classroom teachers’ perceptions of the extent to which the updated Science Curriculum within the Türkiye Century Education Model (TYMM) supports the development of 21st-century skills. We used Q methodology to capture teachers’ subjective viewpoints. Thirty-nine classroom teachers working in Kırşehir ranked 32 statements representing key 21st-century skills through a Q sort procedure. Factor analysis yielded three distinct perspectives, accounting for 60% of the total variance. Overall, teachers appraised the TYMM curriculum positively, especially for promoting collaboration, inquiry-oriented learning, and problem-solving. At the same time, they perceived the curriculum as less supportive in areas such as digital content creation, entrepreneurship, and flexibility. Teachers also pointed to implementation barriers, including limited technological infrastructure, insufficient instructional materials, and gaps in teachers’ digital literacy. Finally, by leveraging Q methodology’s capacity for multidimensional analysis, the study offers an original, teacher-centred account of how 21st-century skills are framed and perceived in curriculum work. The findings may inform education policy decisions, the design of teacher education and professional learning, and ongoing curriculum development.
Mehmet Kart, Enver Türksoy, Gizem Bişkiner· Education and Science· 0 citations
