ASSESSMENT OF STUDENTS’ 21ST CENTURY SKILLS AS A FOUNDATION FOR DEVELOPING A SCHOOL-BASED INTERVENTION AND ADVOCACY PROGRAM

Abstract

This study assessed the level of 21st century skills among students as a foundation for designing a targeted school-based intervention and advocacy program. A nonexperimental quantitative research design using the descriptive method was employed. The study involved 51 upper elementary students from a public school in a mid-sized U.S. school district during the first semester of the 2018–2019 academic year. Data were analysed using the mean as the primary statistical tool. Findings revealed that the overall level of students' 21st century skills was high. Specifically, students demonstrated a high level of learning and innovation skills, information, media, and technology skills, as well as life and career skills. Despite the generally strong performance, areas for further support were identified particularly in students’ ability to critically analyse media content, access accurate information from diverse sources, use digital tools for creative expression, and apply technology effectively in communication and document creation. In response, the study recommends the development of a focused advocacy program aimed at strengthening students' information, media, and technology literacy. The proposed program would support students in enhancing their digital fluency, media evaluation capabilities, and responsible technology use, thereby preparing them more fully for the demands of the 21st century learning environment.