Enchancing students’ 21st century thinking skills through teachers’ knowledge and instructional practices: a collective case study

Pemerkasaan kemahiran berfikir abad ke-21 murid melalui pengetahuan guru dan amalan pengajaran: satu kajian kes kolektif

Abstract

Abstract

This research investigates teachers’ conceptual understanding, instructional practices and the challenges they encounter in enacting 21st Century Learning (21CL) competencies within classroom settings. Adopting a qualitative design, data were obtained through semi-structured interviews, classroom observations and analysis of lesson plans, and subsequently cross-checked through triangulation to strengthen trustworthiness. The results show that teachers have a basic grasp of key 21CL competencies including collaboration, communication, critical and creative thinking, as well as the integration of digital tools although the depth and breadth of their understanding differ. Some teachers demonstrate clear links between 21CL and higher-order thinking skills, whereas others equate 21CL primarily with technology use. Classroom implementation shows the use of strategies such as Project-Based Learning (PBL/PjBL), group collaboration, digital platforms and authentic assessment, all of which support the development of students’ cognitive and creative capacities. Nevertheless, full implementation is hindered by factors such as limited instructional time, uneven student engagement and restricted access to resources. Additional barriers include insufficient digital infrastructure, limited opportunities for continuous professional training, and wide variations in student ability and the pressure of standardized assessments. This study emphasizes that sustained professional learning, improved technological support and enabling policy structures are crucial for narrowing the gap between teachers’ theoretical understanding and consistent application of 21CL practices in classrooms.

Abstrak

Kajian ini meneliti kefahaman konseptual guru, amalan pengajaran serta cabaran yang dihadapi dalam melaksanakan kemahiran Pembelajaran Abad ke-21 (PAK21) di bilik darjah. Menggunakan reka bentuk kualitatif, data dikumpulkan melalui temu bual separa berstruktur, pemerhatian PdP dan analisis rancangan pengajaran harian (RPH), seterusnya disahkan melalui kaedah triangulasi bagi memastikan kebolehpercayaan dapatan. Hasil kajian menunjukkan bahawa guru mempunyai asas pemahaman terhadap elemen utama PAK21 seperti kolaborasi, komunikasi, pemikiran kritis dan kreatif serta penggunaan alat digital, walaupun tahap penguasaan mereka berbeza antara satu sama lain. Sebahagian guru dapat menghubungkan PAK21 dengan pengembangan Kemahiran Berfikir Aras Tinggi (KBAT), manakala yang lain melihat PAK21 terutamanya sebagai penggunaan teknologi dalam PdP. Dalam pelaksanaan di bilik darjah, guru menggunakan pelbagai strategi seperti Pembelajaran Berasaskan Projek / Inkuiri Projek (PBL/PjBL), aktiviti kolaboratif, platform digital dan pentaksiran autentik, yang membantu merangsang perkembangan kognitif dan kreativiti murid. Walau bagaimanapun, pelaksanaan menyeluruh sering terhalang oleh kekangan masa pengajaran, tahap penglibatan murid yang tidak konsisten serta akses yang terhad terhadap sumber. Halangan tambahan termasuk infrastruktur teknologi yang tidak mencukupi, peluang latihan profesional yang berterusan yang terhad, kepelbagaian keupayaan murid dan tekanan berkaitan pentaksiran berstandard. Kajian ini menegaskan bahawa latihan profesional secara berterusan, sokongan teknologi yang mencukupi dan dasar pendidikan yang kondusif amat penting bagi merapatkan jurang antara pengetahuan teori guru dengan pelaksanaan PAK21 secara konsisten dalam pengajaran.