The 7C Skills Framework: A Measurement Tool to Enhance Global Competence in Multicultural Learning Based on Engagement Theory

Wardani Wardani, Undang Rosidin, Dwi Yulianti

Abstract


The need to understand global competence in higher education in Indonesia currently relies on the 7C skills measuring instrument, which originates from Western cultural contexts and may lead to potential biases. This study aims to develop a 7C skills measuring instrument grounded in engagement theory through theoretical studies, expert validation, empirical testing, and construct validity. Adopting an exploratory sequential mixed-methods design, the research was conducted in two phases: the qualitative phase followed by the quantitative phase. The qualitative phase aimed to conceptualize the development of the 7C skills measuring instrument based on engagement theory through theoretical studies and expert evaluations. The findings from the qualitative phase revealed that the 7C skills framework consists of seven dimensions: critical thinking, collaboration, communication, creativity, connectivity, computational thinking, and cross-cultural understanding. The instrument was tested on 385 university students in Indonesia and analyzed for feasibility, factor structure, and construct validity. As a result, the instrument was reduced to 61 items, as certain items did not meet eligibility criteria. These findings demonstrate that the 7C skills measuring instrument, grounded in engagement theory, is valid and applicable for university students in Indonesia. Additionally, this study contributes to both the refinement of engagement theory as the foundation for constructing the 7C skills framework and the advancement of engagement theory by integrating perspectives from motivational theory and environmental fit. The practical implications include the development of a more precise and applicable 7C skills measurement tool for various educational contexts, fostering the enhancement of 21st-century skills.

https://doi.org/10.26803/ijlter.24.2.1


Keywords


7C skills; engagement theory; global competence; measurement tool; multicultural learning

Full Text:

PDF

References


Abacioglu, C. S., Epskamp, S., Fischer, A. H., & Volman, M. (2023). Effects of multicultural education on student engagement in low- and high-concentration classrooms: The mediating role of student relationships. Learning Environments Research, 26(3), 951?975. https://doi.org/10.1007/s10984-023-09462-0

Acosta-Gonzaga, E. (2023). The effects of self-esteem and academic engagement on university students’ performance. Behavioral Sciences, 13(4), Article 348. https://doi.org/10.3390/bs13040348

Bashooir, K., & Supahar, S. (2018). Validitas dan reliabilitas instrumen asesmen kinerja literasi sains pelajaran Fisika berbasis STEM [Validity and reliability of STEM-based physics science literacy performance assessment instruments]. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2), 219–230. https://doi.org/10.21831/pep.v22i2.19590

Bognár, L., Ágoston, G., Bacsa-Bán, A., Fauszt, T., Gubán, G., Joós, A., Juhász, L. Z., Kocsó, E., Kovács, E., Maczó, E., Mihálovicsné Kollár, A. I., & Strauber, G. (2024). Re-evaluating components of classical educational theories in AI-enhanced learning: An empirical study on student engagement. Education Sciences, 14(9), Article 974. https://doi.org/10.3390/educsci14090974

Chi, T. T. L., Hiep, P. M., & Cuc, P. T. (2024). Human resources management and educational innovation: Understanding lecturer engagement in Vietnamese private higher education. Journal of System and Management Sciences, 14(5), 372?386. https://doi.org/10.33168/jsms.2024.0523

Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st century skills development through inquiry-based learning from theory to practice. Springer.

Cipriano, C., Ha, C., & Zieher, A. (2024). Understanding the efficacy of social and emotional learning programs across development: An exploration of stage-environment fit [Conference session]. Navigating the Future of Education Research: Impact Evaluation in a Transforming Landscape. https://sree.confex.com/sree/2024/meetingapp.cgi/Paper/5514

Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st century skills: A study of learners and teachers. International Journal of Education & the Arts, 22(2). https://eric.ed.gov/?id=EJ1289817#

Dishon, G., & Gilead, T. (2021). Adaptability and its discontents: 21st-century skills and the preparation for an unpredictable future. British Journal of Educational Studies, 69(4), 393–413. https://doi.org/10.1080/00071005.2020.1829545

Evans, P., Vansteenkiste, M., Parker, P., Kingsford-Smith, A., & Zhou, S. (2024). Cognitive load theory and its relationships with motivation: A self-determination theory perspective. Educational Psychology Review, 36(1), Article 7. https://doi.org/10.1007/s10648-023-09841-2

Fadhli, R., Suharyadi, A., Firdaus, F. M., & Bustari, M. (2023). Developing a digital learning environment team-based project to support online learning in Indonesia. International Journal of Evaluation and Research in Education, 12(3), 1599–1608. https://doi.org/10.11591/ijere.v12i3.24040

Gokmenoglu, T., & Dasci Sonmez, E. (2024). An adaptation and validation of Disaster Resilience Scale based on community engagement theory. Risk Analysis. https://doi.org/10.1111/risa.17666

Granziera, H., Liem, G. A. D., Chong, W. H., Martin, A. J., Collie, R. J., Bishop, M., & Tynan, L. (2022). The role of teachers’ instrumental and emotional support in students’ academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts. Learning and Instruction, 80, Article 101619. https://doi.org/10.1016/j.learninstruc.2022.101619

Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in physical education: A systematic review. Sustainability (Switzerland), 15(7), Article 6039. https://doi.org/10.3390/su15076039

Gürsoy, G. (2021). Digital storytelling: Developing 21st century skills in science education. European Journal of Educational Research, 10(1), 97–113. https://doi.org/10.12973/eu-jer.10.1.97

Heryanto, Abdullah, B., Tahir, D., & Mahdalia. (2019). Quantitative analysis of X-ray diffraction spectra for determine structural properties and deformation energy of Al, Cu and Si. Journal of Physics: Conference Series, 1317, Article 012052. https://doi.org/10.1088/1742-6596/1317/1/012052

Hidayat, R., Imami, M. K. W., Liu, S., Qudratuddarsi, H., & Saad, M. R. M. (2024). Validity of engagement instrument during online learning in mathematics education. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2), 467–484. https://doi.org/10.22437/jiituj.v8i2.34453

Hochrainer-Stigler, S. (2020). Extreme and systemic risk analysis: A loss distribution approach. Springer Nature.

Hornstra, L., Stroet, K., Rubie-Davies, C., & Flint, A. (2023). Teacher expectations and self-determination theory: Considering convergence and divergence of theories. Educational Psychology Review, 35(3), Article 76. https://doi.org/10.1007/s10648-023-09788-4

Islam, Q., & Khan, S. M. F. A. (2024). Sustainability-infused learning environments: Investigating the role of digital technology and motivation for sustainability in achieving quality education. International Journal of Learning, Teaching and Educational Research, 23(1), 519–548. https://doi.org/10.26803/ijlter.23.1.25

Kain, C., Koschmieder, C., Matischek-Jauk, M., & Bergner, S. (2024). Mapping the landscape: A scoping review of 21st century skills literature in secondary education. Teaching and teacher education, 151, Article 104739. https://doi.org/10.1016/j.tate.2024.104739

Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. In B. Akpan, & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory (pp. 479–496). Springer. https://doi.org/10.1007/978-3-030-43620-9_32

Khoiri, A., Evalina, Komariah, N., Utami, R. T., Paramarta, V., Siswandi, Janudin, & Sunarsi, D. (2021). 4Cs analysis of 21st century skills-based school areas. Journal of Physics: Conference Series, 1764(1), Article 012142. https://doi.org/10.1088/1742-6596/1764/1/012142

Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12, Article 771272. https://doi.org/10.3389/fpsyg.2021.771272

Kristiana, I. F., Prihatsanti, U., Simanjuntak, E., & Widayanti, C. G. (2023). Online student engagement: The overview of HE in Indonesia. International Review of Research in Open and Distributed Learning, 24(3), 34–53. https://doi.org/10.19173/irrodl.v24i3.7125

Lazarides, R., Watt, H. M., & Richardson, P. W. (2023). Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer? Contemporary Educational Psychology, 72, Article 102136. https://doi.org/10.1016/j.cedpsych.2022.102136

Lo Presti, L., Maggiore, G., Marino, V., & Resciniti, R. (2024). Inclusion and social justice in sustainable higher education: An integrated perspective through the lens of public engagement. Journal of Management and Governance, 28(3), 771–809. https://doi.org/10.1007/s10997-023-09672-x

Lyons, R. M., Fox, G., & Stephens, S. (2023). Gamification to enhance engagement and higher order learning in entrepreneurial education. Education + Training, 65(3), 416–432. https://doi.org/10.1108/et-05-2022-0204

Martin, A. J., Malmberg, L. E., Pakarinen, E., Mason, L., & Mainhard, T. (2023). The potential of biophysiology for understanding motivation, engagement and learning experiences. British Journal of Education Psychology, 93(Suppl 1), 1–9. https://doi.org/10.1111/bjep.12584

Meilianti, S., Smith, F., Bader, L., Himawan, R., & Bates, I. (2021). Competency-based education: Developing an advanced competency framework for Indonesian pharmacists. Frontiers in Medicine, 8, Article 769326. https://doi.org/10.3389/fmed.2021.769326

Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236. https://doi.org/10.11591/ijere.v10i4.22028

Nambiar, D., Karki, S., Rahardiani, D., Putri, M., & Singh, K. (2019). Study on skills for the future in Indonesia: Final report. Oxford Policy Management. https://www.unicef.org/indonesia/media/6221/file/Study%20o

Nepal, R., & Rogerson, A. M. (2020). From theory to practice of promoting student engagement in business and law-related disciplines: The case of undergraduate economics education. Education Sciences, 10(8), Article 205. https://doi.org/10.3390/educsci10080205

Neufeld, A. P., & Rigby, C. S. (2024). Autonomy versus independence: Implications for resident and faculty engagement, performance, and well-being. HCA Healthcare Journal of Medicine, 5(3), Article 209. https://doi.org/10.36518/2689-0216.1780

Nguyen, C. M. A., & Ha, M.-T. (2023). The interplay between internal communication, employee engagement, job satisfaction, and employee loyalty in higher education institutions in Vietnam. Humanities and Social Sciences Communications, 10(1), Article 329. https://doi.org/10.1057/s41599-023-01806-8

Nikou, S. A. (2024). Student motivation and engagement in maker activities under the lens of the activity theory: A case study in a primary school. Journal of Computers in Education, 11(2), 347–365. https://doi.org/10.1007/s40692-023-00258-y

Nursalam, N., Angriani, A. D., & Usman, H. (2017). Pengembangan tes kemampuan penalaran matematis peserta didik madrasah tsanawiyah di Makassar [Development of mathematical reasoning ability test for junior high school students in Makassar]. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 20(1), 85–97. https://doi.org/10.24252/lp.2017v20n1a7

Paton, D., Becker, J. S., Johnston, D. M., Buergelt, P. T., Tedim, F., & Jang, L.-j. (2024). The development and use of community engagement theory to inform readiness interventions for natural hazard events. Australasian Journal of Disaster & Trauma Studies, 28(1), 37–56.

https://trauma.massey.ac.nz/issues/2024-1/AJDTS_28_1_Paton-Becker.pdf

Poonputta, A., & Nuangchalerm, P. (2024). A model framework for enhancing twenty-first century competencies in primary school teachers within northeastern Thailand’s sub-area. International Journal of Learning, Teaching and Educational Research, 23(1), 98–113. https://doi.org/10.26803/ijlter.23.1.6

Rachmad, Y. E. (2022). Educational engagement theory. Lüneburger Heide Buch Internationaler Verlag, Spezialausgabe. https://doi.org/10.17605/osf.io/kgtcx

Reder, S., Gauly, B., & Lechner, C. (2020). Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency. International Review of Education, 66(2), 267–288. https://doi.org/10.1007/s11159-020-09830-5

Rikala, P., Braun, G., Järvinen, M., Stahre, J., & Hämäläinen, R. (2024). Understanding and measuring skill gaps in Industry 4.0: A review. Technological Forecasting and Social Change, 201, Article 123206. https://doi.org/10.1016/j.techfore.2024.123206

Rinekso, A. B. (2021). The representation of 21st century skills in an Indonesian EFL textbook. LLT Journal: A Journal on Language and Language Teaching, 24(1), 191–211. https://doi.org/10.24071/llt.v24i1.2655

Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80–89. https://doi.org/10.3102/0013189x19890600

Ryan, R. M., & Deci, E. L. (2024). Self-determination theory. In F. Maggino (Ed.), Encyclopedia of quality of life and well-being research (pp. 6229–6235). Springer. https://doi.org/10.1007/978-3-031-17299-1_2630

Safitri, A. M. (2018). Pengaruh ROA, ROE, dan NPM terhadap pertumbuhan laba pada perusahaan sektor industri barang konsumsi yang terdaftar di Bursa Efek Indonesia [The influence of ROA, ROE, and NPM on profit growth in consumer goods industry sector companies listed on the Indonesia Stock Exchange]. Jurnal Riset Bisnis dan Investasi, 4(1), 25–39. https://doi.org/10.35313/jrbi.v4i1.990

Santoso, H. B., Schrepp, M., Isal, R., Utomo, A. Y., & Priyogi, B. (2016). Measuring user experience of the student-centered e-learning environment. Journal of Educators Online, 13(1), 58–79. https://doi.org/10.9743/jeo.2016.1.5

Schweder, S., Raufelder, D., & Grahl, L. (2023). Self-directed learnin gin instruction: Examining changes in basic needs and motivation. Universität Greifswald. https://www.researchgate.net/publication/371958555

Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24–33. https://www.researchgate.net/publication/340969732

Stein, K. C., Mauldin, C., Marciano, J. E., & Kintz, T. (2024). Culturally responsive-sustaining education and student engagement: A call to integrate two fields for educational change. Journal of Educational Change, 1–27. https://doi.org/10.1007/s10833-024-09510-3

Sudibjo, N., & Riantini, M. G. D. (2023). Factores que afectan el compromiso laboral de los docentes: El caso de los docentes de escuelas privadas en el Área Metropolitana de Yakarta, Indonesia [Factors affecting teachers’ work engagement: The case of private school teachers in Jakarta Metropolitan, Indonesia]. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 21(1), 119–138. https://doi.org/10.15366/reice2023.21.1.006

Sugiharni, G. A. D. (2018). Pengujian validitas konten media pembelajaran interaktif berorientasi model creative problem solving [Testing the validity of interactive learning media content oriented towards creative problem solving models]. Jurnal Penelitian dan Pengembangan Pendidikan, 2(2), 88–95. https://doi.org/10.23887/jppp.v2i2.15378

Sulistyanto, H., Djumadi, D., Sumardjoko, B., Haq, M. I., Zakaria, G. A. N., Narimo, S., Astuti, D., Adhantoro, M. S., Setyabudi, D. P., Sidiq, Y., & Ishartono, N. (2023). Impact of adaptive educational game applications on improving student learning: Efforts to introduce Nusantara culture in Indonesia. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(3), 249–261. https://doi.org/10.23917/ijolae.v5i3.23004

Syafi’i, A., Arifin, Z., Sholeh, M. I., & Tasya, D. A. (2024). Developing global competencies in teacher education for 21st century learning environments. JTL: Journal of Teaching and Learning, 1(1), 37–56. https://journal.as-salafiyah.id/index.php/jtl/article/view/113

Tani, M., Gheith, M. H., & Papaluca, O. (2021). Drivers of student engagement in higher education: A behavioral reasoning theory perspective. Higher Education, 82, 499?518. https://doi.org/10.1007/s10734-020-00647-7

Thomas, N. J., & Baral, R. (2023). Mechanism of gamification: Role of flow in the behavioral and emotional pathways of engagement in management education. The International Journal of Management Education, 21(1), Article 100718. https://doi.org/10.1016/j.ijme.2022.100718

Valtonen, T., Hoang, N., Sointu, E., Näykki, P., Virtanen, A., Pöysä-Tarhonen, J., Häkkinen, P., Järvelä, S., Mäkitalo, K., & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116, Article 106643. https://doi.org/10.1016/j.chb.2020.106643

Yilmaz, A. (2021). The effect of technology integration in education on prospective teachers’ critical and creative thinking, multidimensional 21st century skills and academic achievements. Participatory Educational Research, 8(2), 163–199. https://doi.org/10.17275/per.21.35.8.2

Yuyun, I. (2023). Investigating university student engagement in online learning: A case study in EFL classroom. Indonesian Journal of Applied Linguistics, 12(3), 634–653. https://doi.org/10.17509/ijal.v12i3.46035

Zajda, J. (2024). Engagement, motivation, and students’ achievement. Springer. https://doi.org/10.1007/978-3-031-61613-6_1

Zhong, J., Ismail, L., & Ahmad, N. K. (2024). Factors influencing engagement in project-based learning among college EFL speakers. International Journal of Learning, Teaching and Educational Research, 23(1), 318–338. https://doi.org/10.26803/ijlter.23.1.16


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493