The Level of Acquisition of 21st-Century Skills among Students of the Education department at Dhofar University from Their Perspective in Light of Some Variables

Elsayed, Sabah Abdalla; Al Raai, Reem Ahmed Awad

doi:10.21608/jsrep.2025.458002

The Level of Acquisition of 21st-Century Skills among Students of the Education department at Dhofar University from Their Perspective in Light of Some Variables

Document Type : Original Article

Authors

¹ Assistant Professor of Curriculum and Teaching Methods, Department of Education, College of Arts and Applied Sciences, Dhofar University– Oman.

² Lecturer of Curriculum and Teaching Methods, Department of Education, College of Arts and Applied Sciences, Dhofar University– Oman.

10.21608/jsrep.2025.458002

Abstract

This current study aims to explore twenty-first century skills among students of the Department of Education at Dhofar University. To achieve this objective, the researchers adopted a descriptive approach for their investigation. The population comprised of students in the Department of Education at Dhofar University. The sample consisted of 89 students from various specializations within the department (the first domain, the second domain, Mathematics, Information Technology), selected through stratified random sampling. The researchers developed a measure for twenty-first century skills and verified its validity and reliability after reviewing it with a panel of experts and referees. All data were analyzed using statistical tools (SPSS). The findings indicated that students in the Department of Education possess a high overall level of twenty-first-century skills. However, the dimensions of Innovative Thinking, Digital Culture, and Productivity were at a moderate level, while the dimensions of Dialogue Skills and Effective Communication scored higher. The results also confirmed that Critical Thinking and Problem-Solving skills are at a high level. The results also showed that there are no statistically significant differences in 21st-century skills based on the variables of gender and academic major. However, there are statistically significant differences in 21st-century skills based on the cumulative GPA variable, favoring students with higher GPAs. Based on these findings, the researchers offered several recommendations and proposals.

Keywords

References

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