Enhancing Teachers' Learning to Develop Students' 21st-Century Skills
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| Title: | Enhancing Teachers' Learning to Develop Students' 21st-Century Skills |
|---|---|
| Language: | English |
| Authors: | Supatta Om-On, Wirot Sanrattana, Phrasrivajiravati |
| Source: | International Education Studies. 2026 19(2):126-141. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teachers, Faculty Development, Teacher Education, Teacher Improvement, Independent Study, 21st Century Skills, Educational Innovation, Electronic Learning, Computer Oriented Programs |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This research focuses on creating a practical educational innovation designed to meet specific criteria for a defined population, facilitating broader dissemination of its results. The innovation takes the form of an online self-training program that includes two key projects: first, a self-development initiative aimed at helping teachers deepen their understanding of students' 21st-century skills; second, a project designed to enhance teachers' learning outcomes, ultimately enabling them to better cultivate these skills in their students. Employing a five-step Research and Development methodology, the study concluded with experimental research that utilized a group Pretest-Posttest design conducted in a school environment. The experimental group consisted of 14 teachers and 124 students. Results indicated that the newly developed educational innovation, titled "Online Self-Training Program for Enhancing Teachers' Learning to Develop Students' 21st-Century Skills," successfully met the quality standards proposed in the research hypothesis. These findings suggest that the educational innovation holds significant potential for nationwide implementation in schools within the targeted demographic, promoting improved teaching strategies and student outcomes across a wider educational landscape. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505359 |
| Database: | ERIC |
| Abstract: | This research focuses on creating a practical educational innovation designed to meet specific criteria for a defined population, facilitating broader dissemination of its results. The innovation takes the form of an online self-training program that includes two key projects: first, a self-development initiative aimed at helping teachers deepen their understanding of students' 21st-century skills; second, a project designed to enhance teachers' learning outcomes, ultimately enabling them to better cultivate these skills in their students. Employing a five-step Research and Development methodology, the study concluded with experimental research that utilized a group Pretest-Posttest design conducted in a school environment. The experimental group consisted of 14 teachers and 124 students. Results indicated that the newly developed educational innovation, titled "Online Self-Training Program for Enhancing Teachers' Learning to Develop Students' 21st-Century Skills," successfully met the quality standards proposed in the research hypothesis. These findings suggest that the educational innovation holds significant potential for nationwide implementation in schools within the targeted demographic, promoting improved teaching strategies and student outcomes across a wider educational landscape. |
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| ISSN: | 1913-9020 1913-9039 |
