Equipping students with 21st century skills through inquiry-based learning

Abstract

The aim behind this study is to explore how primary school children (8-11 year olds) are being exposed to 21st century skills. The study also seeks to reveal the pedagogies of learning that teachers are currently using. The researchers also aim to acquire a better insight on the students’ learning preferences. The study is based on a qualitative methodological approach. Eight observations were carried out in two Maltese primary schools; a state school and a church school. These involved teachers teaching in year 3 to year 6. These were followed by 8 focus groups with 5 students from each classroom. In addition, 8 one-to-one interviews were done with the class teachers that were observed. In the schools where observations were conducted, it was noted that traditional-frontal teaching is still being adopted. Although none of the lessons followed IBL, some teachers included various traits of this approach which are essential to develop 21st century skills. From the one-to-one interviews, the teachers revealed that they are aware of the existing innovative and active pedagogies, however they refrain from adopting such pedagogies due to their challenges and the lack of training provided. Throughout the focus groups, children were not briefed about the IBL approach. However, their answers conveyed their preference of including traits of this approach during lessons. The researchers suggest a change in the syllabus that reinforces the development of 21st century skills through active learning. Moreover, teachers should be provided with training, support and resources which enable them to implement IBL.