Communication skills and dialogue are key competencies of the 21st century and a condition for successful implementation and personal development in general. This requires their formation to be the subject of purposeful educational activity. At the same time, their implementation in the learning process is a complex and difficult task, requiring a…

This study aimed to investigate the influence of Project-Based Learning STEM (PjbLSTEM) Applications involving the use of waste materials on the 21st-century skills of 10th-grade students. In line with the purpose of the study, the pre-experimental design was used. The sample consisted of 24 students in total. The 21st-Century Skills Usage Scale,…

This work describes a two-year project carried out in an Italian technical high school. Through integrated work, the activity involved the efforts of different teachers and students, particularly those in the Chemical, Electronic, and IT departments. They merged their complementary skills to create an inexpensive device that quickly measures water…

Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and…

This quasi-experimental research aimed at investigating the effect of ProblemOriented Project-Based Learning (POPBL), Student Team Achievement Division (STAD), POPBLSTAD integration, and conventional learning on students' critical and creative thinking skills. Essay tests conducted to 129 students. The results of the test assessed using a relevant…

In the twenty-first century, many employers prefer candidates whose soft skills exceed their hard skills. In this article, the researcher compares project-based learning models and direct teaching, for welding skills and teamwork skills among vocational high education students. Welding skills are seen as hard skills and teamwork skills are viewed…

Transition professional development (PD) has been identified as a way to improve transition services; however, there is a dearth of literature on transition-focused PD. To learn more about the essential features of effective PD, 73 published articles were evaluated in the area of PD in both secondary transition and special education. Articles were…

The ability to work with people from different disciplinary is a skill for workplace and it is an important skill for teachers too. This study helps gain a better understanding of how engaging in interdisciplinary design teams impacts student teachers' self-efficacy through the use of collaborative concept maps. A statistically significant…

Project-based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL…

Twenty-first-century (21 C) skills need to be taught intentionally and well, using pedagogical approaches that engage students and help them learn both skills and curriculum content. This article describes an instrumental case study of an out-of-school education programme (Bridge21) designed to help students develop 21 C skills. In order to…

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and…

Charrettes have a long history of use in medical, architectural, and planning professions. An extensive literature search found little application of the charrette model implemented to advance, support, and identify transdisciplinarity (TD) research, transdisciplinary teaming models (TDM), transdisciplinary learning (TDL) supporting transformative…

Aim/Purpose: This work aims to introduce and evaluate an instructional strategy that aids end-users with developing their software products during intensive project-based events. Background: End-users produce software in the labor market, and one of the challenges for End-User Software Engineering (EUSE) is the need to create functional software…

The purpose of this annotated bibliography is to summarize relevant research to update practitioners and professional development (PD) providers about designing effective and impactful professional development models. Few studies were found specific to transition professional development; therefore, this bibliography includes a wider review of PD…

Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students' 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive…