Investigating 21st Century Skills of Middle School Students: A Case Study from Erzincan

Abstract

In the context of the new conditions that have emerged as a consequence of scientific and technological developments, it is evident that certain skills have emerged that facilitate an individual's adaptation to society. Some of these skills, which are expected to be considered and instilled in students during the educational process, are referred to as 21st-century skills. The objective of these skills is to equip students with the abilities to solve problems, think critically, communicate effectively, collaborate, be creative, and utilise information technologies. These skills, which are thought to facilitate the individual's adaptation to society, are expected to be incorporated into educational curricula. The objective of this study, which is to be conducted with middle school students, is to examine their perceptions of 21st-century skills. The data for this study were collected from a sample of 371 middle school students. In addition to the information form, the 21st Century Skills Scale for Middle School Students was employed as a data collection instrument. The internal consistency coefficient calculated for the current application of the unidimensional scale was found to be .85. The students demonstrated a satisfactory level of 21st-century skills. It was observed that students demonstrated superior skill scores in relation to group activities in comparison to their scores in relation to individual activities. It was determined that gender, mode of transportation to school, grade level, and parents' educational status were not variables that affected 21st-century skills. The previous year's report card grade of middle school students is a significant predictor of 21st-century skills, with a positive correlation. The report card grade accounts for 3.3% of the variability in 21st-century scores. A review of the relevant literature revealed findings that were consistent with the study results, as well as some research findings that differed from the study results. The results of the study allow for the formulation of recommendations for researchers and practitioners.