Search Results (306)

The purpose of this article was to present a conceptual framework and research-based methods for recognizing and nurturing a wide range of talents in inclusive settings. These methods (a) honor diversity of abilities, culture, language, income status, disabilities, values, and other personal characteristics and (b) enable students with talents to thrive in the world of the 21st Century. Research has been conducted during many research and development projects in several countries over a 36-year period. The framework and methods evolved through a rigorous process of designing, field-testing, evaluating, revising, and implementing methods for assessing and developing talents in varied domains. The underlying thesis is that creative problem solving and the 21st Century Skills of creativity, critical thinking, collaboration, communication, while using the ten talents wisely, are more important than knowledge and the ability to get the “right answer” to a question presented by the teacher or on a test. Results and methods used in research on indicators of talent in ten domains and tasks to elicit them are presented. Methods for recognizing and developing the talents are the focus for the final section: materials and guidelines for talent exploration centers and talent development principles for use in all classrooms. To make needed changes, educators, policy-makers, parents, psychologists, and others who have an impact on young people need to re-think prevailing ideas about recognizing and developing talents. Full article

Technology is changing the way in which gifted students are identified and supported. In the past, the focus has been on acceleration and enrichment. However, with technological progress, academically talented students can connect with mentors both locally and globally, and mentors can customize individualized support to match gifted students’ interests and talents. The cultivation of 21st-century skills among talented students has become a global goal, including in the United Arab Emirates (UAE). To enhance the creative problem-solving skills of academically talented high-school students in the UAE, the College of Education at a leading institute launched an online mentoring program for several students based on the Real Engagement in Active Problem Solving (REAPS) model. This paper describes the experience of implementing an online mentorship program designed to enhance creative problem-solving skills among talented students in the UAE. Through this program, talented students had the opportunity to work with experienced mentors on complex real-world problems, collaborate in teams, consider multiple perspectives, and develop innovative solutions to local and global issues. This innovative experience showed that the REAPS model is an effective method for teaching creative problem-solving skills, and online mentoring is a promising strategy for gifted education to develop future and life skills. Full article

The growing emphasis on 21st-century skills underscores the importance of multiliteracies for pre-service English language teachers in navigating diverse, digital, and multimodal classrooms. However, research on their perceived multiliteracies and associations with demographic factors remains limited. Thus, this study bridges this gap by determining how pre-service English language teachers perceived their multiliteracies using Teacher Multiliteracies Scale (TMS) encompassing four key dimensions: multimodal literacy (ML), digital literacy (DL), critical literacy (CL), socio-cultural literacy (SCL), and analyzing the variations based on demographic characteristics involving a total of 393 pre-service English language teachers. The result showed that the participants generally perceived themselves as moderately competent across all the dimensions, with DL dimension scoring the highest, followed by SCL, ML, and CL dimensions. Interestingly, no significant differences were found for gender, age, or academic level. Further regression analysis confirmed that teaching experience was modestly associated with ML, CL, and SCL dimensions, whereas DL showed no significant variations across the demographic variables among pre-service English language teachers. These findings suggest that teacher education programs may consider providing more authentic teaching experiences and practice-based learning opportunities to support multiliteracies development. Full article

Understanding long-term hydroclimatic variability in the central Alps is essential when placing recent changes in precipitation and streamflow within a broader temporal context. This study reconstructs warm-season hydroclimatic variability in the central Alps using tree-ring-based hydroclimatic proxies from the Old World Drought Atlas (OWDA). Seasonal April–May–June–July–August (AMJJA) precipitation at Innsbruck, Austria, and seasonal May–June–July–August (MJJA) streamflow at the St. Jodok gauge were reconstructed using OWDA self-calibrating Palmer Drought Severity Index (scPDSI) predictors and moving-window Stepwise Linear Regression (SLR) models. Calibration windows of 30, 40, and 50 years were developed to account for temporal variability in predictor–climate relationships, and reconstruction uncertainty was quantified using multi-model ensemble bounds. An independent Deep Learning reconstruction was also developed for precipitation to provide an assessment of reconstruction skill and long-term climate trends. Specifically, the results demonstrate a robust reconstruction skill, with mean calibration R² values of 0.65 for streamflow and 0.59 for precipitation. The streamflow reconstruction indicates that recent sustained increases represent the strongest positive anomaly in approximately 650 years, while reconstructed precipitation suggests recent decades are among the wettest sustained intervals of the last ~2000 years. Both records reveal a pronounced transition from severe late 19th-century drought conditions to persistent modern pluvial conditions. Agreement between regression and Deep Learning reconstructions supports the robustness of the identified long-term wetting trend and highlights the exceptional nature of recent hydroclimatic conditions in the central Alps. Full article

Global competences are important capacities that students should develop to effectively function in the 21st century. There is a need to understand the factors associated with the components of global competence in specific educational systems. In this study, we use data from 15-year-old Filipino students in the 2018 Programme for International Student Assessment (PISA) to explore predictors of three cognitive skills underlying global competence: perspective taking, cognitive flexibility/adaptability, and intercultural communication ability. Machine learning approaches were used to model the three cognitive skills, with XGBoost outperforming the other techniques across the target outcomes. The XGBoost models showed moderate predictive performance, with training R² values ranging from 0.4953 to 0.5394 and test R² values ranging from 0.3896 to 0.4469. Shapley Additive Explanations approach was used to identify variables that had the most impact on the model of each cognitive skill index. The results suggest that perspective taking could be a skill that underlies all three cognitive skills, but that intercultural communication ability seems to be the cognitive skill that is more strongly associated with intercultural and global knowledge and experiences than the other two. The results are discussed in terms of how the cognitive components of global competence might be a disjoint set of factors that are beginning to show connections in the cognitive repertoire of Filipino learners. Full article

This study examines how future mathematics teachers perceive the importance of AI-related and digital competencies and their self-reported performance in these areas. The study was conducted in a Mathematics Education course in Spain with 198 Primary Education students. Using an Importance–Performance Map Analysis (IPMA) framework, the questionnaire assessed six dimensions: AI awareness, AI usage, AI evaluation, AI ethics, AI trust, and digital skills, with items adapted from previous studies. The results showed that students assigned higher importance to all competencies than the level of performance they reported. AI evaluation, AI trust, and digital skills received the highest importance scores, whereas AI awareness obtained the lowest scores. The IPMA identified AI usage as the main priority for improvement, as students considered it relevant but reported comparatively lower performance. Differences by academic year and self-reported AI knowledge level suggest that students’ stage of training and perceived AI knowledge influenced their perceptions. These findings reveal a gap between the importance future teachers assign to AI-related competencies and their perceived level of development. The study highlights the need for more specific and pedagogically grounded AI training in Mathematics Education and offers practical implications for teacher education curricula in response to the demands of 21st-century classrooms. Full article

The present article employs a mixed methodology to evaluate IkasLab’s innovative spaces, investigating how the reorganisation of educational spaces contributes to the development of 21st-century skills in the Basque educational context. The sample comprised 13 primary schools (ages 6–12), where quantitative data were collected using a validated instrument (rubric) (n = 13 spaces) and qualitative data through semi-structured interviews (n = 22 teachers). Reliability analyses (Alpha = 0.909; Omega = 0.907) confirmed the robustness of the assessment instrument. The quantitative findings indicated a high level of project implementation ($\overline{\mathrm{x}}$ = 3.26/4), with particular emphasis on the development of communication and relational skills. However, the indicators associated with metacognitive work showed less consolidation. Qualitative analysis yielded significant findings pertaining to student autonomy, methodological innovation, and educational inclusivity. Notable gaps were also identified in the integration of metacognitive practices and urgent needs for systematic teacher training and continuous pedagogical support. The results suggest that IkasLab constitutes a solid and promising framework for reimagining learning spaces and promoting educational practices in line with contemporary challenges. However, the full impact of the model depends on ensuring sufficient resources and strengthening professional training that enables teachers to effectively integrate the principles of the model into their teaching activities. Full article

Visual–spatial abilities (VSAs) are increasingly recognized as essential for acquiring 21st-century competencies, such as digital literacy, creative problem-solving, and the ability to interact with virtual and 3D environments. This study explores whether participation in a Computer Animation (CA) course can effectively enhance VSA, thus supporting the broader development of these key skills. A total of 346 students participated, divided into an experimental group (231 students attending CA) and a control group (115 students). The Purdue Spatial Visualization Test (PSVT) was used to assess VSA before and after the course. The analysis considered three aspects: the impact of CA course participation, test–retest effects, and the role of prior 3D software experience. Results showed a significant VSA improvement in the experimental group (+7.08 points), particularly among students without prior 3D experience. The control group showed minimal gains (+1.76 points), confirming that course participation—not test repetition—drove the improvements. More intensive course attendance (full-time students) led to greater progress. These findings suggest that Computer Animation courses can effectively support the development of visual–spatial abilities, which in previous research, have been associated with competencies relevant to digital and creative domains. Full article

Recent evidence indicates that many high school students continue to exhibit weak problem-solving skills and incomplete conceptual understanding of environmental change, although both are critical for addressing increasingly complex ecological challenges in the 21st century. This study aims to evaluate the effectiveness of the INSPIRE learning model in enhancing problem-solving skills and conceptual mastery of environmental change among high school students. The INSPIRE model integrates e-modules, guided inquiry-based learning (GIBL), and deep learning principles into a cohesive instructional framework. A quasi-experimental design with a non-equivalent control group pretest-posttest approach was employed, involving 108 Grade 10 students in three groups: an experimental group applying the INSPIRE model, control group 1 utilising discovery learning, and control group 2 implementing guided inquiry without e-modules. Data were collected through pretests and posttests assessing problem-solving skills and conceptual mastery of environmental change, complemented by observations of the learning implementation. The results showed that students in the INSPIRE group obtained higher mean posttest scores in both problem-solving skills and concept mastery than students in the two control groups, with statistically significant differences (p < 0.05). The findings suggest that the integration of e-modules, GIBL, and deep learning principles within the INSPIRE learning model supports a more meaningful learning experience and fosters 21st-century competencies, particularly problem solving in an environmental context. Practically, the INSPIRE learning model represents a promising option for biology instruction, especially for topics that require analytical thinking, investigation, and deep conceptual understanding. Full article

How can we best leverage higher education to address the pressing issues we face? While the SDGs reflect a global landscape dominated by complex, interconnected ‘wicked’ problems, Higher Education Institutions (HEIs) remain largely tethered to siloed, decontextualized instructional models. The inability of HEIs to shift practices to foster transversal, 21st-century skills necessary to navigate uncertain futures is a critical competency gap. This paper highlights the transformative potential of challenge-based learning (CBL) and place-based learning (PBL), high-impact experiential pedagogies, as critical tools for sustainability transformations. The Consortium for Adaptive Futures, an interdisciplinary and transnational community of practice, was launched in early 2025 to promote co-learning among faculty from North America and Europe for these practices. Drawing on insights from an inaugural symposium in Dublin, we identify three critical elements to HEI transformations that support sustainability and 21st-century skills to address grand challenges. These are: the importance of real-world relevance in education; the need for pedagogical shifts and faculty development to support these new roles; and the essential role of supportive institutional structures and resources to enable sustained engagement. In doing so, we issue a call to arms to HEIs and forward a reimagining of undergraduate education. Full article

Millions of workers and job seekers turn to online platforms to gain work-relevant skills to remain competitive for the future of work. However, little is known about whether the skills acquired in work-relevant online courses align with the skills required for 21st-century jobs. Drawing on literature on job and skill matching, this exploratory study examines the alignment between available online training and learning content and the skills demanded by jobs (i.e., training-skills demands fit) using artificial intelligence methods. A large language model (LLM; Claude Haiku 3.5) was instructed to evaluate which of the 35 basic and cross-functional skills from the Occupational Information Network (O*NET) could be acquired in a given course, which was based on 2549 course descriptions extracted from MIT OpenCourseWare. Linkages between online training and skills were broken down by job family and occupations with a bright outlook designation (i.e., occupations estimated to have 75,000 or more job openings between 2024 and 2034 across the United States). Results suggest that the skill of active learning (i.e., using new information for problem-solving; 88%, N = 2242) was linked to the highest number of online courses, whereas the skill of instructing (i.e., teaching others to perform tasks; 5.3%, N = 134) was linked to the least. Computer and mathematical occupations had the highest proportion of courses wherein individuals can acquire basic and cross-functional skills, whereas food preparation and serving occupations had the lowest proportion of courses. Non-bright outlook occupations had a significantly lower proportion of online courses where individuals can acquire basic and cross-functional skills compared to occupations with a bright outlook designation. We expand on existing skills-matching perspectives to consider how training-skills demands fit can constrain or facilitate continuous learning and development. Further, we illustrate how LLMs can be used to efficiently and at scale summarize descriptive information on talent development issues. Full article

This selective integrative narrative review article examines creativity awareness as a critical cognitive state and highlights its intentional development in teaching and learning as part of essential 21st-century skill building. The article is organized around three interconnected themes: (1) Creativity as a 21st-century skill; (2) Exploring the journey to promoting creativity awareness in education: A multi-dimensional focus; and (3) Enhancing creativity awareness through research and science communication. Grounded in established and emerging research in the field, this review provides research-informed insights and practical recommendations for educators, researchers, and school counselors to recognize, appreciate, and promote creativity awareness in ways that contribute to more adaptive, innovative, and equitable educational environments. Full article

The educational-Pink Innovation Grade Index (e-PIGI) is a novel metric designed to assess and quantify the level of innovation within educational practices and pedagogical projects. This work introduces the e-PIGI tool, an interactive and survey-based software that enables educators, institutions, and project designers to identify both strengths and limitations in their initiatives across ten key dimensions. These include different categories such as: (i) emerging technologies, (ii) adaptability to diversity, (iii) promotion of 21st-century skills, (iv) collaboration, (v) alignment with regulatory frameworks, (vi) active methodologies, (vii) impact, (viii) sustainability, (ix) evaluation and (x) multidisciplinarity. Each dimension is scored using a pink color-based scale ranging from 0 to 10, with darker tones indicating a higher degree of innovation. The resulting output includes a color-coded innovation score and a circular-shaped pictogram that offers a visual representation of the project’s innovative profile. A threshold value of 50 points is proposed as an operational criterion for identifying projects considered innovative. The tool was validated through expert judgment for content validity and through empirical reliability analysis (Cronbach’s coefficient α = 0.833, n = 126), confirming good internal consistency. To demonstrate its utility, the new tool was applied to a set of educational initiatives, helping to highlight their pedagogical strengths and areas for improvement. As an accessible and scalable instrument, e-PIGI aims to support reflective teaching practices, promote ongoing developments, and facilitate the comparison of innovation across diverse educational contexts. This software highlights the potential of e-PIGI to contribute to a more evidence-based and strategically guided culture of innovation in education. Full article

Learning environments are increasingly expected to enable students to develop competencies necessary for addressing complex social, environmental, and technological challenges in sustainable societies. Within this context, instructional approaches that are inclusive, flexible, and learner-centered have gained increasing importance. This study investigates the effects of project-based learning (PBL) informed by Universal Design for Learning (UDL) principles on secondary school students’ 21st-century skills. Employing a mixed-methods embedded design, the quantitative component utilized a quasi-experimental pretest–posttest control group model. The study was conducted with 60 eleventh-grade students enrolled in a public high school, with one group receiving UDL-informed PBL instruction and the other following the standard curriculum. Data were collected using the 21st Century Learner Skills Usage Scale and analyzed through paired-samples t-tests, independent-samples t-tests, and ANCOVA. The findings revealed statistically significant improvements in the experimental group’s overall 21st-century skills, particularly in cognitive skills and collaboration and flexibility, with medium to large effect sizes. In contrast, the control group showed no meaningful gains, and a decline was observed in innovation skills. The results indicate that project-based learning informed by UDL principles constitutes an effective pedagogical approach for fostering inclusive and sustainable learning environments that support the development of future-oriented learner competencies. These findings further suggest that integrating UDL principles into project-based instructional models may contribute to competency-oriented and inclusive secondary education systems aligned with sustainability frameworks. Full article

Researching teachers’ 21st-century competences is critical for developing a sustainable, quality educational environment and accomplishing the objective of quality education. A lifelong learning philosophy ensures teacher development, paving the way for quality education (SDG4). In this study, a valid and reliable scale was established to provide the target group of middle school teachers with 21st-century abilities to enhance their quality teaching process and long-term professional growth. In this context, the developed scale has 33 items. The factor analysis results revealed that the scale is three-dimensional and accounts for 63.66% of the overall variation. Furthermore, second-order confirmatory factor analysis confirmed that the proposed model satisfied the acceptable fit criteria. Positive correlations between factors were observed, and reliability analysis revealed a high internal consistency (α = 0.947), thereby validating the scale’s reliability, validity, and practical utility. In conclusion, the scale developed is a valuable assessment tool for assessing teachers’ 21st-century skills, and the data gathered from it can help improve secondary teacher quality and create professional development programs. In this regard, contributions will be made to the development of long-term policies. Teacher development should be considered critical to achieving “quality education”, which is one of the Sustainable Development Goals. Full article