The purpose of this study was to develop a valid and theoretically sound 21st century skills-based mathematics learning model. Plomp's research and development theory and Nieveen's criteria were used to ensure the quality and reliability of the model. The model development process includes Initial Investigation, Design, and Realization/Construction. Data were collected from six schools through various instruments such as observation sheets, documents, 21st century skills tests, and interview guides. Model validation involved the participation of five experts. A blended data analysis approach was used to ensure a comprehensive understanding of the findings. The result of this study is a 21st century skills-based mathematics learning model named Model 21-BML. The model consists of five interconnected core components: Learning Syntax, Social System, Reaction Principles, Support System, and Instructional and Accompanying Impacts. The uniqueness of this model lies in the seven integrated learning trajectories: Object translation, decomposition, cognitive construction, cognitive development, communication, reflection, and extension. After going through a rigorous validation process, the five experts confirmed the high validity of the 21-BML Model. This model not only enhances innovative mathematics learning theory, but also provides practical alternatives for mathematics teachers to encourage the development of 21st century skills in students. The model is expected to make a significant contribution in bridging the gap between traditional mathematics education and the competency demands of the modern era, as well.

The aim of this study is to find out the preferences of students (150) in the first year of the study of the Preschool and Primary Education programme. The data was collected using a questionnaire in the first seminar focusing on science content (a course called Science Propaedeutics) to determine the preferences of pre-service teachers. The aim was to find out the (un)popularity of STEM (Science, Technology, Engineering, Mathematics) education covering the subjects of Biology, Physics, Mathematics, Technology and Chemistry in Slovakia. The results showed that students are interested in science education. The findings also showed that students prefer more biological topics (humans and plants) and less physics, chemistry, and mathematics. They also preferred topics that they knew from everyday life. The results revealed a negative correlation between students' concerns about teaching science in their future practice and their interest in science education. We found it necessary to connect the topics to everyday life and avoid mathematical calculations. So we can increase their interest in these areas/issues in the Science Propaedeutics course.

Recently, in Indonesia, project-based learning (PjBL) has been used as an alternative approach in the teaching and learning process. Research on PjBL has been widely conducted in many countries at various levels. In most previous studies, PjBL was used to improve students' competence in certain math subjects. This study uses a case study research method to determine the effectiveness of PjBL at university in improving pre-service teachers' PCK. The research was carried out in 2022 involving fourteen mathematics education study program students selected by purposive sampling. The instruments used consisted of observation sheets, tests, and questionnaires. During the PjBL activity, participants were given a project to develop teaching materials for geometric transformation using certain teaching-learning strategies. The results of the study show that PjBL can improve students' PCK ability, although participants face several obstacles related to commitment to completing projects on time. Therefore, PjBL can be applied in the teaching-learning process to support professional mathematics teachers.

This research based on community service aims to evaluate the effectiveness of the science, technology, engineering, and mathematics (STEM) approach in strengthening the literacy and numeracy learning profile of students at Eakkapapsasanawich Islamic School Thailand. The research employs a quantitative research approach with a single-group pre-test and post-test control design. The research sample consists of two groups: an experimental group receiving STEM-based instruction and a control group receiving conventional instruction. The total number of students involved in this study is 60, with each group comprising 30 students. Data collection techniques include pre-test and post-test assessments involving literacy and numeracy-related questions relevant to the school curriculum. Data analysis is conducted using descriptive statistical methods and independent t-test to compare test results between the experimental and control groups. The results indicate that students who received instruction with the STEM approach experienced a significant improvement in numeracy literacy compared to those who received conventional instruction. The average scores of the final test in the experimental group were significantly higher than those in the control group. Statistical analysis also reveals a significant difference between the two groups in terms of improvement in numeracy literacy scores. This suggests that the STEM approach is effective in enhancing the literacy and numeracy learning profile of students.

The study investigated the impact of the first principle approach (FPA) on students’ performance in determining limiting reagents in chemical stoichiometry. A quasi-experimental design, involving 120 science students from two colleges of education in Ghana, was adopted. Sixty (60) students each were randomly assigned to the experimental group (EG), which was taught using FPA, and the control group (CG), which followed traditional teaching approach (TTA). Data on students’ entry knowledge (EK) and their performance on algorithmic problems (AP) and conceptual problems (CP) were collected and analyzed using descriptive and inferential statistics. The mean scores for EK were moderate for both groups (EG: 66.00%; CG: 68.30%). After treatments, there was no statistically significant difference in the groups’ performance on AP. However, the EG significantly outperformed the CG on CP, indicating that FPA enhanced students’ conceptual understanding of limiting reagents. The findings suggest that FPA is an effective teaching strategy for fostering deeper conceptual understanding and problem-solving skills in stoichiometry. This study highlights the importance of incorporating FPA into chemistry education to improve students’ ability to determine limiting reagents.

As skills-gap between available skills and in-demand skills in the Solar Energy Technology Sector (SETS) continues to expand due to rapid growth of the sector, the need for Higher Education Institutions (HEIs) to design and run critical Solar Energy Technology Training (SETechTra) modules has become imperative. Informed by the findings from SETechTra project – which includes extensive literature reviews, stakeholder interviews, observations, feedback from pilot model involving circa 1500 students from schools/colleges across four European countries, this article reports on a developed strategic undergraduate (UG) 30-credit module. The module is designed to embed in-demand skills in SETS within students enrolled upon wider Science, Technology, Engineering, and Mathematics (STEM) courses. The contents of the module comprise learning and teaching activities engineered to embed key identified academic, industrial, and entrepreneurial in-demand skills in SETS in STEM UG students. Formative and summative assessments are the implemented assessment strategy used to evaluate the effectiveness and impact of the module in the pilot model. Analysis of feedback from the pilot model demonstrations indicates significant positive impact, giving a promising indication of wider applicability to HEIs across Europe interested in fast-tracking production of more SETS industry-ready graduates.