EXPLORING STUDENT PROFICIENCY IN 21ST CENTURY SKILLS: A FOUNDATION FOR ADVOCATING EFFECTIVE INTERVENTIONS

Abstract

Analytical thinking skills among students remain a significant challenge for educators in the United States. Teachers frequently observe deficiencies in learning, innovation, and critical thinking capabilities. Despite basic mastery of lesson content, students often struggle to advance beyond foundational skills, as noted by Mundry (2008). This deficiency manifests in their inability to independently engage in reflective thinking and effectively tackle word problems. The repercussions of these limitations are evident in graduates who lack the necessary theoretical and technical competencies, as well as the capacity to critically evaluate information (Arinto and Garcia, 2009). This concern also holds true in local educational contexts, where poor performance on the National Achievement Test underscores the issue. Consequently, educators are exploring alternative teaching strategies to enhance student performance. In this context, the researcher recognizes a paucity of studies addressing 21st-century skills among local students. To bridge this gap, this study investigates whether students possess the essential skills required for future success. By addressing these issues, this research aims to contribute valuable insights to the education field, fostering social relevance and the acquisition of new knowledge.