21st Century Skills Research Trends in Türkiye: Investigating Graduate Theses in Curriculum and Instruction

Abstract

The internationalization of higher education institutions is a positive development, offering significant opportunities for growth and advancement. It is imperative that students are equipped with 21st-century skills. This paper presents the latest research trends on 21st-century skills in higher education, focusing on graduate theses in curriculum and instruction programs in Türkiye. This research examines the context in which these graduate programs study 21st-century skills from 2014 to 2024, along with the results of these studies. This study employs a qualitative content analysis method using MAXQDA. The analysis reveals an increasing academic focus on 21st-century skills, marked by a peak in dissertation completions in 2022, reflecting a response to evolving technological and societal needs. The emphasis on quantitative and mixed methods, alongside diverse research tools, illustrates the complexity of this research area and underscores a commitment to empirical study. These findings highlight the critical need for ongoing investigation, particularly at the doctoral level and within foundation universities, to further enrich understanding in this evolving educational field. The study suggests fostering diverse research approaches, particularly qualitative and interdisciplinary methods, to enrich insights into 21st-century skills. Expanding doctoral-level research and increasing contributions from foundation universities are recommended to broaden perspectives and strengthen theoretical frameworks. Additionally, the development of specialized data collection tools is encouraged to enhance accuracy and support detailed analysis in this complex field. These recommendations highlight pathways to deepen academic understanding and support the continued evolution of 21st-century skills research.

Keywords

• 21st-Century Skills
• Curriculum and Instruction
• Research Trends.

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