This paper aims to lay the groundwork for ongoing discussions about how 21st-century skills may be effectively incorporated into the education module. In the past, most of the studies dealt with 21st-century skills as a dependent variable, and the current article dealt with 21st-century skills as an independent variable and how to integrate them into the school curricula. Moreover, the current article targets a more specific educational stage: the twelfth-grade students who transition from formal education to higher education institutions or engage in the labor market. The study sample consisted of two groups of 39 students each, one experimental and one control. The two groups were chosen were Abu Tammam School for Basic Education for Boys Grades (11-12), and Sheikh Salem bin Saeed Al-Sayeghy School for Basic Education for Boys, grades (10-12) selected outside the study sample and within the study community. The study's findings showed that educational module according to 21st century skills had a positive impact on academic achievement of the students of twelfth grade, first semester students who are enrolled in the economics and commerce field.
Ahmed, A., & Al-Roubaie, A. (2012). Building a knowledge-based economy in the Muslim world: The critical role of innovation and technological learning. World Journal of Science, Technology and Sustainable Development.
Al-Beloohi, J., & Al-Maamari, S. (2020). THE EXTENT OF INCLUSION OF KNOWLEDGE ECONOMY'S CONCEPTS AND SKILLS IN THE EDUCATIONAL POLICY DOCUMENTS IN THE SULTANATE OF OMAN. European Journal of Education Studies, 7(10).
Al-Rahbi, I. A. (2008). An empirical study of the key knowledge economy factors for sustainable economic development in Oman Victoria Unversity].
Al Hasani, S. H. S., & Husin, N. A. (2021). A review of digital transformation of education in Oman. Journal of Business Management and Accounting, 11(2), 41-59.
Al Khatri, A. (2019). How Omani teachers perceive the process of integrating 21st century competencies and skills into the EFL curriculum: A step forward.
Al Sheyadi, S. (2017). Higher Education ELT Curricula at a Crossroads: Confusions and Tensions in the Omani Context University of York].
Alam, A. (2022). Employing Adaptive Learning and Intelligent Tutoring Robots for Virtual Classrooms and Smart Campuses: Reforming Education in the Age of Artificial Intelligence. In Advanced Computing and Intelligent Technologies (pp. 395-406). Springer.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer.
Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Center for Universal Education at The Brookings Institution.
Hanushek, E. A., Peterson, P. E., Talpey, L. M., & Woessmann, L. (2019). The unwavering SES achievement gap: Trends in US student performance.
Hasan, R., Palaniappan, S., Raziff, A. R. A., Mahmood, S., & Sarker, K. U. (2018). Student academic performance prediction by using decision tree algorithm. 2018 4th international conference on computer and information sciences (ICCOINS),
Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Cernochova, M., Sendova, E., Sointu, E. T., & Tienken, C. H. (2018). Creativity and technology in education: An international perspective. Technology, Knowledge and Learning, 23(3), 409-424.
Laurillard, D. (2008). Digital technologies and their role in achieving our ambitions for education. Institute of Education, University of London.
Nasser, R. (2019). Educational reform in Oman: System and structural changes. In Education systems around the world. IntechOpen.
Novalinda, R., Giatman, M., & FAJRA, M. (2020). Problem-based learning: 21st century vocational education. International Journal Of Multi Science, 1(08), 12-19.
Osman, K., & Lay, A. N. (2022). MyKimDG module: An interactive platform towards development of twenty-first century skills and improvement of students’ knowledge in chemistry. Interactive Learning Environments, 30(8), 1461-1474.
Ozcan, H., & Koca, E. (2019). The impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM. Egitim ve Bilim, 44(198).
Pearman, F. A., Curran, F. C., Fisher, B., & Gardella, J. (2019). Are achievement gaps related to discipline gaps? Evidence from national data. Aera Open, 5(4), 2332858419875440.
Rashid, R., & Lim, M. (2020). Redesigning a PhD Course to Promote Interdisciplinarity and Cultivate Key 21st-Century Skills: An Exploratory Study. Asian Journal of the Scholarship of Teaching and Learning, 10(2), 179-197.
Saleh, E. (2020). Using e-Learning Platform for Enhancing Teaching and Learning in the Field of Social Work at Sultan Qaboos University, Oman. In E-Learning and Digital Education in the Twenty-First Century. IntechOpen.
Saptono, L., Soetjipto, B. E., Wahjoedi, W., & Wahyono, H. (2020). Role-playing model: Is it effective to improve students’ accounting learning motivation and learning achievements. Jurnal Cakrawala Pendidikan, 39(1), 133-143.
Soule, H., & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178.
Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the Teaching and Learning Process in Primary Schools Correspond to the Characteristics of the 21st Century Learning? International Journal of Instruction, 13(3), 357-370.
Tuzlukova, V., & Singh, V. (2019). Twenty first century skills through problem based learning: An ESP perspective. Journal of Teaching English for Specific and Academic Purposes, 413-423.
Vogel, A. (2020). Transnational institutions of higher education and their contribution to the national innovation system: The case of the German University of Technology in Oman. In Transnational German Education and Comparative Education Systems (pp. 155-172). Springer.
WB. (2022). School enrollment, secondary (% gross)
https://data.worldbank.org/indicator/SE.SEC.ENRR
Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1), 1-10.
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583.
