Curriculum Implementation Towards Education 4.0

The present paper deals with studying theoretical and methodical background of the concept of blended learning, which is the major didactic tool of the modern methods of foreign languages teaching. It also considers the principles of integrating blended learning in teaching foreign languages in engineering institutions. The basics of pedagogical modelling used for developing a model of integrating blended learning in the foreign language teaching are defined. The schematic model representation is given and the way of implementing the described model into the educational process is shown via the example of the lesson on “Cohesive devices”.

This study focuses on investigating the effectiveness of Blended Learning in teaching Writing for English majors at Thai Nguyen University of Education. In order to eliminate subjectivity in the research, the author used simultaneously three means of data collection including test, questionnaire and observation. The results of the pre-test and post-test showed that students improved their Writing skills significantly after a semester of applying Blended Learning in teaching. The results of the students’ questionnaire and the teacher's observations also showed the students' positive attitudes towards this method. On this basis, Blended Learning is proposed to be applied more in teaching Writing for students at university.

This paper presents a model-based teaching intervention designed to introduce the concept of electric current while engaging participants in modelling activities that foster scientific literacy and 21st-century learning skills. Although textbooks often include images representing microscopic phenomena, these are rarely utilised as tools for active exploration, explanation, and prediction. The intervention utilises such textbook images, transforming them into functional models that support both exploratory and expressive modelling. Collaborative work and reflective tasks are integrated to promote communication, critical thinking, and creativity. The intervention is structured around the 5E instructional model, integrating three key dimensions: teaching the cognitive content (electric current), familiarisation with scientific practices (understanding the nature and function of models), and development of 21st-century learning skills. Activities include analysing electron movement within conductors, constructing and comparing models to explain observable phenomena, and predicting the effects of manipulating circuit components. Through the transformation of static images into functional models, students gain metamodelling knowledge, recognising that representations must incorporate theoretical ideas to explain or predict phenomena. A preliminary validation phase, conducted through semi-structured interviews with ten in-service physics teachers, provided feedback on the clarity, feasibility and pedagogical coherence of the intervention and identified specific phases that support students’ use, construction and revision of models. Their feedback also highlighted practical considerations for classroom implementation, informing directions for future refinement. The next step involves classroom implementation to investigate the intervention’s impact on learning outcomes and on students’ perceptions of modelling as a scientific practice.

This research study focused on the students perception on the utilization of Flipped Classroom and the development of 21st century skills among Grade 8 students. The descriptive method of research was used to gather the necessary data and information on the level of students perception as to satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and the level of 21st century skills development in terms of critical thinking, problem-solving and collaboration skills. The purpose of this study is to examine if there will be a significant difference on the 21st century skills development before and after the utilization of Flipped Classroom. The developed questionnaire and the pre-test post-test were the main instruments used in gathering data. Gathered data were analyzed and interpreted using appropriate statistical procedures such as mean, Standard Deviation and T – test. The results revealed that students have a positive view of Flipped Classroom in terms of satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and is viewed as an effective approach to learning. In addition, it was also revealed that among the 21st century skills, students had a high level of mastery on collaboration skills, average mastery on critical thinking skills and below-average mastery on their problem-solving skills. Furthermore, the study indicated that there is a significant difference in the development of 21st century skills among students before and after the utilization of Flipped Classroom Learning Approach. Utilization of innovative teaching approaches such as Flipped Classroom can help students develop 21st century skills that will help them adapt and succeed in a world with rapidly changing technological advancement and globalization.

Blended learning is a technique that combines in-person instruction with online learning. As a result, the students' futures become a yardstick for the teachers' knowledge during a lesson. Thus, this study aims to investigate the perception of culinary arts educators' readiness to implement blended learning in teaching and learning processes. The research was conducted using a quantitative survey method, and the participants were 63 culinary arts educators from various institutions in Johor, Malaysia. This study's design is a descriptive survey that employs a quantitative strategy via a questionnaire as a research tool. Statistical Packages for Social Science (SPSS) version 25 was used to analyze the data in both a descriptive and inferential manner. The mean, standard deviations, and Paired Sample T-Test coefficient tests were used to report the study's findings. The survey instrument used in this study was adapted from previous research and was focused on four main dimensions of readiness to implement blended learning: technology, classroom, teaching personnel, and student. The findings of this study suggest that culinary arts educators have a positive perception of their readiness to implement blended learning in their teaching and learning processes and to use face-to-face and online blended learning. Additionally, the study found that there is a significant difference between the perception of the readiness of teaching staff in the field of culinary arts when implementing face-to-face and online blended learning. The implications of this study suggest that institutions should focus on providing more support and resources for educators to improve their organizational readiness for blended learning implementation. Moreover, institutions should consider providing professional development opportunities to help educators gain the necessary skills and knowledge to effectively implement blended learning in their teaching and learning processes. Overall, the study's findings can give an overview of how prepared culinary arts educators are to apply blended learning that combines face-to-face with online instruction.

In this study, the effect of using Web 2.0 tools in online science lessons on middle school students' 21st century skills was examined. The sample of the research consists of 14 students (8 girls, 6 boys) studying in the 7th grade. In the study, unit topics were handled online using web 2.0 tools. The study lasted for a total of 6 weeks and a different Web 2.0 tool was introduced and applied to the students every week in practice. The model of the research is a mixed model in which quantitative and qualitative methods are combined. In this direction, as a quantitative data collection tool in the research, “21. Century Learning Skills Level Inventory" and "21st Century Skills Open Ended Questionnaire" and "Classroom Observation Form" developed by the researcher were applied as qualitative data collection tools. SPSS program was used in the analysis of quantitative data, and content analysis was used in the analysis of qualitative data. As a result of the research, it was determined that there was a significant difference in favor of the post-test as a result of the pre-test and post-test for 21st century skills. It has been determined that students show positive developments in 21st century learning and innovation skills, leadership and responsibility, problem solving, media and technology literacy, communication, cooperation, entrepreneurship and productivity themes.

This paper discusses issues related to the teaching and assessment of 21st century skills and competencies in OECD countries drawing on the findings of a questionnaire study and other relevant background material such as white papers or curriculum documents. Although all OECD countries were invited to participate in the questionnaire survey, responses were received from seventeen countries or regions, and the paper focuses primarily on this group. The paper presents a short discussion of the importance and relevance of 21st century skills and competencies in the current policy debate and the definitions and conceptual frameworks that have been used in the literature, and proposes a new three-dimensional framework, consisting of the dimensions of information, communication and ethics and social impact. The findings of the questionnaire survey show that most countries or regions cover 21st century skills and competencies in their regulations, guidelines or recommendations for compulsory education. However, there are few specific definitions of these skills and competencies at national or regional level and virtually no clear formative or summative assessment policies for these skills. The only evaluation regarding their teaching is often left to external inspectors as part of their whole school audits. Similarly there are few teacher training programmes that target the teaching or development of 21st century skills, although there exist several teacher training initiatives that focus on developing teachers’ ICT pedagogical skills, most of them optional. The paper discusses the implications of these findings especially with regard to the particular role of ICT in the development of these skills and competencies, and issues related to assessment practices and teacher training.

This article aims to contribute to the growing, yet still limited, research related to the development of 21st century skills in the post-secondary population by demonstrating that the use of academic makerspaces in curricula can facilitate the learning of 21st century skills. This article reviews literature regarding current information about 21st century skills and their development in teaching and learning facilitated by academic makerspaces. On the completion of a Capstone course delivered in an academic makerspace, a qualitative research study was conducted with the participating fourth-year Child Studies students. The research focused on the development of 21st century skills, the impact of 21st century skills on the practice of child and youth care, and the suggestions for the implementation of similar programming in other post-secondary institutions.

The main objective of this research is to explore the impact of the implementation of blended learning on the undergraduate’s academic performance as the new norm in education. In order to achieve said goals, the researcher used the descriptive method and prepared a questionnaire to discover the impact of Blended learning in the education system. The study sample consisted of 40 undergraduates who were selected from a private university, Bangalore, India. The sample was selected specifically because of its relevance to the research. The targeted group were asked to do an online survey and send it back to the researcher via email. The questions and answers were analyzed and interpreted separately; presented in the form of a pie chart for visual representation. With a brief analysis of what each question and answer overall emphasized in terms of the significance of the addition of blended learning. The questions are analyzed and interpreted based on the individuals’ responses. The overall results showed the positive impact of Blended learning in the undergraduate education. The findings also showed that the Blended learning is the new normal in the undergraduates’ education as it provides a new educational approach which is relatively simple yet effective and accessible at all times. The study concluded with the recommendations that educational institutions should adopt Blended learning as a modern teaching approach and identified the financial resources that are available to adopt such approach. As well as the study gave an efficient platform for modern day learners and teachers.

This study aimed to investigate the use of Blended Learning method on students' motivation in learning English.The participants of this study namely the first semester of Chemistry students in Musamus University.This study is qualitative study which focused on descriptive qualitative study.The sample was chosen by using purposive sampling.In taking the data, the researcher used observation, questionnaire and interview.The observation consisted on preobservation and post-observation to see the students' motivation before and after implemented blended learning.Thus, interview was also used which consisted on 7 questions.In making the data more valid, the researchers gave questionnaire about their motivation in learning English after using blended learning.The questionnaire consisted of 15 questions.Based on the observation was done by researchers, the students were more attractive in learning English using blended learning method.The results of interview showed that most students agree and were motivated in learning English by using handbook for face to face learning and using learning video and e-material for non face to face learning (blended learning method).Furthermore, for the results of questionnaire, most students also gave positive responds for the implementation of blended learning in teaching and learning process.

This study aimed to investigate the influence of Project-Based Learning STEM (PjbLSTEM) Applications involving the use of waste materials on the 21st-century skills of 10th-grade students. In line with the purpose of the study, the pre-experimental design was used. The sample consisted of 24 students in total. The 21st-Century Skills Usage Scale, structured and semi-structured interview forms, were used as the data collection tools. During the applications, PjbL-STEM activities were carried out. The data collected were analyzed using the Wilcoxon Signed Ranks Test and the thematic analysis technique. The data analysis revealed a significant increase in the students’ 21st-century skills, such as their levels of use of autonomy and cooperation skills and their levels of environmental sensitiveness. The students also reported that the activities had positive effects on many of their 21st-century skills such as communication, and collaboration, problem-solving, creativity, critical thinking, responsibility, environmental awareness, and information-technology literacy. Based on the findings, the following suggestions were put forward: PjbL-STEM activities could be carried out more in educational institutions belonging to the Ministry of National Education. Teacher-training activities could be carried out, and in-service training could be organized to support the application of innovative methods.

This study examines the implementation of the pesantren curriculum at An-Nursali Islamic Boarding School in Binjai, Indonesia, focusing on the development of 21st-century skills, such as critical thinking, collaboration, communication, and creativity. Using a qualitative case study approach, data were collected through observations, interviews, and document analysis. Findings show that the integrated curriculum effectively combines religious education, academic subjects, and character development through structured routines and activities like community service and leadership roles. The study concludes that the pesantren curriculum serves as an effective model for fostering essential skills, blending traditional Islamic teachings with contemporary educational needs

The current study aimed at using a deliberation-based strategy for enhancing the 21st century skills of EFL pre-master candidates (n=6), since such participants can contribute much to their teaching career. Besides, they are more able to disseminate the 21st century culture among their learners. The study was quasi-experimental of pre/post one group design. The literature review presented a theoretical background on deliberation, the relationship between deliberation, the 21st century skills and EFL education, and why deliberation is specifically for developing the 4 C’s: communication, critical thinking, collaborative dialog and creativity. This helped to identify the rationale of the study and its aims. Besides, it helped to well select the issues/problems for practicing deliberation, and the activities to be used and above all the sequence of the strategy proposed. The study instruments were 4 tests for the 4C’s, which were pre/post administered to the study participants. Means, standard deviations, T-tests, and effect sizes were computed to verify whether the study questions were answered. The study results indicate that the deliberation-based strategy was effective in developing the participants’ 21st century skills. The results seem trustworthy and generalizable due to the close relationship discovered in the result interpretation between deliberation and the 21st century skills.

Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.

This study aims to provide an overview and analyze blended learning-based learning to improve the quality of learning at MAN 1 Sragen after the pandemic by using a qualitative-case study as paradigm. This is because blended learning is a form of learning innovation that combines several activities to make learning more flexible and efficient. Research data was collected through interviews, observations and documents which were then analyzed narratively through a process of data condensation, data presentation and conclusions. Interviews were conducted with the principal, vice principal of curriculum, teachers and students. The research results show that the implementation of blended learning-based learning at MAN 1 Sragen goes through four main processes, namely planning, organizing, implementing and evaluating. At the planning level, the school prepares curriculum guidelines that accommodate blended learning. In the organizing process, the school arranges human resources along with the main tasks and functions that must be carried out referring to the indicators of success to be achieved. In the learning evaluation process, the school carries out routine quantitative and qualitative reviews. The quality of blended learning-based learning is carried out by paying attention to three quality processes, namely input, output and outcome. Apart from that, blended learning based learning at MAN 1 Sragen also refers to several principles such as conformity with community needs, interest from school components in the integration of technology in learning, implementation of effectiveness and efficiency and implementation of productive learning that is able to produce good learning. quality. Blended learning-based learning makes the learning process more active, increases student independence and is able to strengthen students' learning experiences.