The 21st Century Skills Enhanced: Promoting Critical Thinking, Communication, Creativity and Collaboration Competencies among Social Studies Teachers and Students in Pankshin LGA, Plateau State, Nigeria

The 21^st Century Skills Enhanced: Promoting Critical Thinking, Communication, Creativity and Collaboration Competencies among Social Studies Teachers and Students in Pankshin LGA, Plateau State, Nigeria

Sunday Jacob (PhD)¹, Linda Yaro (PhD)², Falade Olakunle³, Dasar Dyenan¹, Polmi Ibrahim¹

¹Social Studies Department, Federal College of Education Pankshin, Plateau State, Nigeria

²Educational Psychology Department, Federal College of Education Pankshin, Plateau State, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90300286

Received: 28 February 2025; Accepted: 10 March 2025; Published: 14 April 2025

ABSTRACT

The study examined the effect of inculcating the 21^st Century skills and the demonstration of its internalization among Junior secondary school Social Studies teachers and students in Pankshin LGA, Plateau State, Nigeria. The study was guided by four objectives, four research questions and two hypotheses. Exploratory research designed was employed for the study. The study population comprised of 43 Social Studies teachers in Pankshin LGA from which a sample size of 20 teachers using simple random sampling were selected. However, the students under the sampled teachers were put into 5 or 6 in a cluster for easy observation. This gave a total of 20 clusters for students. Descriptive and inferential statistics, including frequencies mean, standard deviation and paired sampled t-test were used to provide answers to the research questions and test the formulated hypotheses at 0.05 level of significance. The findings of the study indicated that inculcation and demonstration of 21^st century skills among teachers and students significantly improved. Challenges identified by the teachers in limiting their effectiveness in inculcating these skills are lack of training and limited knowledge of the skills, rigid curriculum structures, time allocation, difficulty in measuring the skills and large class size. The study recommended among others regular training of Social Studies teachers on techniques like three stayed one stray, think pair share that can enhanced the practices of the 21^st century skills.

Keywords: 21^st century skills, inculcating, internalization, teachers, students

INTRODUCTION 

The rapid evolution of the 21st century has necessitated a shift in educational priorities, emphasizing the development of essential skills to prepare students for the complexities of the modern world. The “4 Cs” of Critical Thinking, Communication, Collaboration, and Creativity are recognized as pivotal in fostering holistic development and lifelong learning. Social Studies, as a subject that addresses societal issues, values, and active citizenship, provides an ideal platform for inculcating these skills. However, challenges persist in integrating and internalizing these skills in the teaching-learning processes, particularly in the context of secondary schools in developing nations. The “4 Cs” framework of critical thinking, communication, collaboration, and creativity has become a cornerstone of 21st-century education. Mohammad (2016) argues that these skills enable students to navigate dynamic global challenges and contribute meaningfully to society. In the context of Social Studies, these skills align with the subject’s core objectives of fostering informed decision-making, promoting civic engagement, and nurturing problem-solving abilities. Jacob, Yaro, Falade, Dasar, and Polmi (2024) highlights the unique potential of Social Studies in integrating the 4 Cs through activities such as debates, group projects, think-pair-share, three stayed one strayed, and role-playing. These techniques not only enhance students’ academic performance but also prepare them for real-world interactions and problem-solving.

The integration of the 21^st Century skills into teaching methodologies has been widely studied, with evidence pointing to its transformative impact on students. Jennab (2024), in a study of Canadian schools, observed that incorporating critical thinking and collaboration into classroom activities resulted in a 35% improvement in students’ analytical abilities and teamwork. Pre- and post-observations revealed significant growth in students’ ability to work collectively and solve problems. Zoltan and Ewelina’s (2021) research in Bulgaria demonstrated similar findings. Through structured activities designed to foster creativity and communication, students showed a 50% increase in their ability to articulate ideas and think outside the box. Adamu (2022) corroborates these findings in the Nigerian context, noting that Social Studies classes emphasizing these skills enhanced students’ interpersonal communication and critical thinking by 40%. These studies underscore the importance of embedding these skills into the curriculum, particularly in subjects like Social Studies that inherently deal with human interaction and societal development.

Internalization refers to the consistent and unconscious application of learned skills across various contexts. Danilo, Carlisle, Jerica, and Darley (2022) in their study, asserted that students who engaged in experiential learning activities, such as simulations and group problem-solving, were 45% more likely to apply these skills in real-life situations. Similarly, Irem and Vulral’s (2021) study in Turkey also emphasized the importance of internalization. Their research demonstrated that students exposed to repeated opportunities for collaboration and critical thinking internalized these skills, leading to improved adaptability and emotional intelligence. Adamu’s (2022) longitudinal study in Nigeria supported these findings, with pre- and post-observations revealing that sustained exposure to these skills-focused teaching resulted in long-term behavioural changes among students.

Despite the recognized benefits, Social Studies teachers face significant challenges in integrating these skills into their teaching practices. Jennab (2024) identified systemic barriers in Canadian schools, such as rigid curricula and inadequate training programmes. Similarly, Robert (2024) observed in Ghana that teachers struggled with a lack of resources and overcrowded classrooms, which hindered their ability to implement interactive teaching methods. Adamu (2022) and Dauda and Adamu (2022) noted that teachers often lacked the pedagogical knowledge and tools to effectively integrate these skills into their lessons. Jacob et al. (2024) highlighted specific challenges in Plateau State, including limited professional development opportunities and resistance to change among educators. These findings emphasize the need for targeted interventions to support teachers in overcoming these obstacles.

Students’ perceptions play a critical role in the success of these skills integration. Danilo et al. (2022) reported that Nigerian students recognized the relevance of 21^st century skills for academic success and future career opportunities. A majority (70%) of participants in their study valued activities that emphasized critical thinking and collaboration. Similarly, Dauda and Adamu (2022) observed similar sentiments among students in Yobe State, who associated these skills with improved interpersonal relationships and better academic performance. Jacob et al (2024) noted that students in Plateau State appreciated the inclusion of these skills in Social Studies, particularly in activities that encouraged critical thinking, communication, collaboration and creativity.

This study is essential for several reasons. First, to address the critical gap of difficulty in inculcating 21^st century skills among Social Studies teachers in Pankshin Local Government Area of Plateau State. Secondly, to foster the internalization of these skills among the students within the teacher purview. While the previous studies have explored the integration of these skills in various global and African contexts, there is a lack of specific focus on Plateau State and rural Nigerian settings. Furthermore, existing studies often fail to assess the internalization of these skills among students, focusing primarily on curriculum content or teacher preparedness. This study therefore, examined the impact of inculcating the knowledge and practice of these skills among Social Studies teachers in Pankshin LGA of Plateau State in teaching-learning processes as well as the internalization these skills by the respective students. This is to address the gap in the knowledge and the difficulty faced by the teachers on the inculcation and the internalization of the skills.

There has been a growing recognition of the importance of 21^st century skills globally, the challenge remains, in the effective integration these skills into secondary education, especially in rural and under served areas like Pankshin LGA. This study aims to bridge this gap by providing a comprehensive process of how Social Studies teachers can incorporate critical thinking, creativity, communication, and collaboration into teaching and learning processes, and how students can internalize these skills. The researchers provide valuable insights on how to inculcate the skills during teaching and learning processes as well as how the skills can be internalized by the respective students in the study. Also, it examined the factors challenging the effective teaching, inculcating these skills among the Social Studies teachers and student’s perception of the importance and application of the skills in their daily life. At the end, the study is expected to provide valuable recommendations for policy makers, educators, and stakeholders involved in the reform of secondary education in Nigeria on the effective ways of inculcating and internalization these skills among secondary school’s teacher and student respectively.

Aim and Objectives

The aim of the study is to examine the effect of inculcated and internalized 21^st century skills among Social Studies teachers and students in secondary schools in Pankshin LGA of Plateau State, Nigeria.

Specific objectives are to:

1. examine the effect of the inculcated 21^st century skills’ knowledge during teaching and learning processes among Social Studies teachers in Pankshin LGA, Plateau State
2. assess the internalization of the inculcated skills’ knowledge during teaching and learning processes among Social Studies students in secondary schools in Pankshin LGA

• identify the challenges faced by Social Studies teachers in the inculcation of these skills into their teaching-learning processes

1. explore the perceptions of students regarding the importance and application of these skills’ knowledge in their education and future endeavours.

Research Questions

1. what is the effect of the inculcated 21^st century skills’ knowledge during teaching and learning processes among Social Studies teachers in Pankshin LGA?
2. to what extent is the demonstration of the internalized skills’ knowledge among Social Studies students in secondary schools in Pankshin LGA?

• what are the challenges secondary school Social Studies teachers face in the inculcation of these skills’ knowledge in their teaching and learning processes?

1. what are the perceptions of secondary school students on the importance and application of these skills’ knowledge in their education and future careers?

Hypotheses           

1. There is no significant effect between the pre and post observation of inculcated 21^st century skills knowledge among Social Studies teachers in Pankshin LGA
2. There is no significant effect between the pre and post observations in the demonstration of these skills’ knowledge among clusters of Social Studies students in secondary schools in Pankshin LGA.

METHODOLOGY

The study utilized an exploratory design to examine the effect of the inculcated and internalized 21^st century skills on the teachers and students of Social Students in Pankshin, Plateau State.   This was done to further improve on their innovative and analytical competencies. The study examined the existing practices of the teachers and the students in the inculcation and demonstration of critical thinking, creativity, communication and collaboration as components of the 21^st century skills during teaching learning processes. Social Studies teachers in secondary schools in Pankshin LGA estimated to be 34 were the targeted population for this study. A sample size of 20 teachers were selected. These teachers were exposed through a one day workshop on the rudiments of inculcating the 21^st century skills into their learners. The students under the selected teachers were grouped together with 5 to 6 students to form each cluster. The clustering of students was for easy observation of the internalized skills’ knowledge they were exposed to during teaching and learning processes. The instruments for data collection were observation checklist and structured questionnaire. The observation checklist was used to explore the teacher teaching and learning practices of inculcating soft skills knowledge and student’s internalization of the skills. The structured questionnaire was used to elicit responses on the challenges faced by the teacher and student’s perception on the importance and application of these skills’ knowledge in their life endeavour. Furthermore, the validity of the instruments was established through experts’ review, while reliability was established using Cronbach alpha method. The result yielded a reliability index of 0.78 and 0.79 and it was adjudged to be reliable to produce the required data for the study. Descriptive and inferential statistics, including frequencies mean, standard deviation and paired sampled t-test were used to answer the research questions and test the formulated hypotheses at 0.05 significance level

RESULTS

Research question 1: What is the effect of inculcated 21^st century skills’ knowledge during teaching and learning processes among Social Studies teachers in Pankshin LGA?

Table 1: Mean of the effect of the Inculcated 21^st century Skills’ Knowledge among Social Studies Teachers

Source: Field Work, 2025.

The table presents the mean and standard deviation on the effect of inculcating the 21^st century skills’ knowledge during teaching and learning processes among Social Studies teachers in Pankshin LGA. The teachers were exposed to the rudiments of inculcating critical thinking, creativity, communication and collaborations with pre-observation and post-observation during teaching-learning processes. The result showed that the critical thinking had an overall pre-observation mean of 1.70 with standard deviation of 0.73 while the overall post-observation mean was 2.94 with standard deviation of 0.57. The creativity result showed that the overall pre-observation mean was 1.88 with standard deviation of 0.68 while the post-observation mean was 2.83 with standard deviation of 0.57. The communication had an overall pre-observation mean of 1.61 with standard deviation of 0.52 while the post-observation was 2.77 with standard deviation of 0.45. For collaborations, the overall pre-observation mean of 1.61 with standard deviation of 0.54 while the overall post-observation mean was 2.82 with standard deviation of 0.42 were recorded. Generally, the result showed that there was an increase in the mean scores obtained in all the areas of the 21^st century skills by the Social Studies teachers in the study. This implies that the teachers exposed to the rudiments of inculcating the 21^st century skills gained the more when compare their pre-observation and post-observation mean obtained in the study.

Research question 2: To what extent is the demonstration of the internalized 21^st century skills’ knowledge among Social Studies students in secondary schools in Pankshin LGA?

Table 2: Mean of the Observed Demonstration of the Internalized 21^st century Skills’ Knowledge among Students

Source: Field Work, 2025.

The table presents the mean of the demonstration of the internalized skills by the clusters of Social Studies students in secondary school under consideration in the study. The pre and post observations on the extent of the internalization of the 21^st century skills by the students were conducted in critical thinking, creativity, communication and collaboration respectively in the study. The result revealed that in the area of critical thinking, the overall pre-observation mean was 1.67 with standard deviation of 0.65 while the overall post-observation mean was 2.70 with standard deviation of 0.48. In the area of creativity, the students overall pre-observation was 1.50 with standard deviation of 0.60 while the overall post-observation mean was 2.80 with standard of 0.50. In the communication aspect, the student’s overall observation mean was 1.60 with standard deviation of 0.52 while the post-observation mean was 2.55 with standard deviation of 0.46. The area of Collaboration shows that the students overall mean was 1.66 with standard deviation of 0.54 while the post-observation mean was 2.81 with standard deviation of 0.49.

The result revealed an increase in the demonstration of the internalized 21^st century skills by the student between the pre-observation and post-observation mean scores obtained in the study. The implication is that the students demonstrated in higher order of the internalized skills inculcated by the teachers exposed to the rudiments of inculcation and internalization of the 21^st century skills’ knowledge in Social Studies subject in consideration in the study.

Research question 3: What are the challenges secondary School Social Studies teachers face in the inculcation of the 21^st century skills’ knowledge in their teaching and learning processes?

Table 3: Mean Response on the Challenges of Social Studies Teachers on the Inculcation of the 21^st century Skills

Source: Field Work, 2025.

The table presents the challenges of Social Studies teachers on the inculcation of 21^st century skills’ knowledge in teaching and learning processes. Five question items were presented to the teachers, all the five question items were accepted based on the 2.50 decision point. The overall mean was 2.95 with standard deviation of 0.62. The result indicated the extent of the challenges which is considerably high. The accepted challenges are lack of training and limited knowledge of the skills, rigid curriculum structures and time allocation, difficulty in measuring the skills and large class size among others.

Research question 4: What are the perceptions of secondary school students on the importance and application of the 21^st century skills’ knowledge in their education and future careers?

Table 4: Mean of the Students Perception on the Importance and Application of the 21^st century Skills

Source: Field Work, 2025.

The table presents the mean response on students’ perception of the importance and application of 21^st century skills’ knowledge to their education and future career. Four item questions were presented to the respondents in the study, all the question items were accepted based on 2.50 decision point. The overall mean was 2.94 with standard deviation of 0.55.

The result indicated that the students perceived that the importance and application of these skills are crucial to their education and future career. The students recognized that these skills are crucial to their successes in life and it will help them to strive globally and to be problem-solver in everyday challenges.

Testing of Hypotheses

Hypothesis 1: There is no significant effect between the pre and post observations of inculcated 21^st century skills’ knowledge among Social Studies teachers in Pankshin LGA

Paired sampled t-test Result on Pre and Post Observation of 21^st century Skills among Social Studies teachers

Source: Field Work, 2025.

The table presents the t-test results on the significant effect of the inculcated 21^st century skills’ knowledge among the Social Studies teachers. The hypothesis was rejected since the p-values of 0.00 was less than the 0.05 significance level, in all the focus areas of critical thinking, creativity, communication and collaboration under consideration in the study.

Therefore, it was concluded that there is significant effect in the pre and post observation of the inculcated skills’ knowledge among Social Studies teachers in  Pankshin LGA. This implies that, exposing teachers to rudiments of inculcating 21^st century skills will significantly improve the teacher’s competence in the inculcation of these skills during teaching-learning processes.

Hypothesis 2: There is no significant effect between the pre and post observation in the demonstration of the 21^st century skills’ knowledge among clusters of Social Studies students in secondary schools in Pankshin LGA.

Table 4: Paired Sampled t-test Result on Pre and Post Observation of  21^st century Skills among Clusters of Social Studies students

Source: Field Work, 2025.

The table presents the t-test results on the significant effect on the demonstration of the internalized 21^st century skills’ knowledge among the Social Studies students in the study. The hypothesis was rejected since the p-values of 0.00 was less than the 0.05 significance level, in all the focus areas of critical thinking, creativity, communication and collaboration under consideration in the study.

Therefore, it was concluded that there is significant effect in the pre and post observations of the demonstration of the internalized 21^st century skills’ knowledge among Social Studies students in the Pankshin LGA. The implication of this is that, exposing students to rudiments of demonstration of the inculcated 21^st century skills will significantly improve the students’ internalizing these skills exposed to during teaching-learning processes by their teachers.

DISCUSSION OF FINDINGS

Research question one showed that there was a significant increase in the mean scores obtained by Social Studies teachers in Pankshin LGA across all areas of the 21^st century skills after exposure to these skills training. This indicates that teachers who were introduced to the basics of these skills gained more knowledge and improved their teaching methods compared to their prior knowledge. These findings are in line with the results of Jennab (2024), Zoltan and Ewelina (2021), and Adamu (2022), who similarly reported positive effect of 21^st century skills training on educators’ teaching effectiveness. The Hypothesis one tested revealed a significant effect on the teachers on how to inculcate these skills, and it has significantly enhanced their teaching practices and overall effectiveness in the classroom.

Research question two showed that the internalization of inculcated 21^st century skills’ knowledge during the teaching and learning process among Social Studies students in secondary schools in Pankshin LGA resulted in an increase in the demonstration of internalized skills by students between pre-observations and post-observations. The findings revealed that students exhibited higher-order demonstration of internalized 21^st century skills, a direct outcome of being taught by teachers who were exposed to the basics of inculcation of these skills. This aligns with the findings of Danilo, Carlisle, Jerica, and Darley (2022), which highlighted similar results in Nigerian contexts, and corroborates with Jacob, Yaro, Falade, Dasar, and Polmi (2024) as well as Adamu (2022), emphasizing the significant role of skilled teachers in fostering internalized 21^st century skills among students. The hypothesis two tested revealed a significant difference between the pre-observation and post-observation results of the students showing a substantial improvement in students’ ability to demonstrate the internalized skills such as critical thinking, communication, and problem-solving.

The research question three showed that Social Studies teachers in Pankshin LGA faced several challenges in inculcating these skills into their teaching-learning processes. Despite an increase in the demonstration of internalized 21^st century skills by students between pre-observation and post-observation, challenges such as insufficient resources, inadequate teacher’s training, and lack of continuous professional development were prevalent. These findings concur with Rober (2024), Jonnab (2024), and Adamu (2022), who highlighted similar barriers in education. Additionally, the works of Jacob, Yaro, Falade, Dasar, and Polmi (2024) reaffirmed the importance of addressing these issues for effective skill integration.

Research Question Four demonstrated that students in Pankshin LGA increasingly perceived the importance and application of the 21^st century skills’ knowledge in their education and future endeavours. The students recognize these skills as fundamental to their educational achievements and career progression. The observed increase in the internalization of these skills underscores the need to prioritize 21^st century skills education within the Social Studies curriculum to better prepare students for future opportunities and challenges. This aligns with the findings of Danilo, Carlisle, Jerica, and Darley (2022), and is further supported by Jacob, Yaro, Falade, Dasar, Polmi (2024), as well as Dauda and Adamu (2022), who emphasized the significance of 21^st century skills for holistic students’ development.

CONCLUSION

The study concluded that 21^st century skill are veritable tools for optimum development of every individual and therefore, the inculcation of these skills’  knowledge is important for both the teachers and students to enhance their all-round development and effectiveness in their life endeavour. The outcomes of the study clearly demonstrate a positive effect in the inculcation and demonstration of 21^st century skills’ knowledge among Social Studies teachers and students in Pankshin LGA, Plateau State, as observed on the demonstration of the internalized skills’  knowledge across clusters of Social Studies students in secondary schools.

RECOMMENDATIONS

The study recommended that:

1. The government should offer regular training sessions on teaching techniques like three stayed one stray, think pair share that can enhanced the practices of the 21st century skills among Social Studies teachers and students.
2. Social Studies teachers in Pankshin LGA should be encouraged to consistently demonstrate these skills’ knowledge activities in teaching and learning processes by setting a positive examples for their students.

• Schools management should ensure that teachers are encourage to organize group activities for their students to help them practice the 21^st century skills’ knowledge like collaboration, communication and empathy.

1. Teachers and students in Pankshin LGA should be encouraged to participate in community service and local projects that demonstrate 21^st century skills such as collaboration, critical thinking and creativity.

Acknowledgement: This research was funded by TETFUND through 2023 Institutional Based Research (IBR) grant of Federal College of Education Pankshin, Plateau State, Nigeria.

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