Effects of integrated hybrid STEM learning on 21st-century skills and character of preservice elementary teachers
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Abstract
This study investigates the impact of hybrid learning integrated with Science, Technology, Engineering, and Mathematics (STEM) on the development of 21st-century skills and character values among prospective elementary school teachers. Employing a quantitative approach, the research utilized a quasi-experimental design with a posttest control group. The sample consisted of four classes selected through purposive and simple random sampling techniques. Data were collected using a structured questionnaire, and the analysis was conducted using multivariate analysis of variance (MANOVA). The results indicated statistically significant differences between the experimental and control groups in both 21st-century skills and character values. The findings support the effectiveness of STEM-integrated hybrid learning in enhancing critical competencies required for future educators. This model promotes not only cognitive skill development but also the cultivation of essential character traits, aligning with educational goals for preparing well-rounded teacher candidates. The study emphasizes the importance of integrating interdisciplinary approaches and digital learning environments to foster both academic and personal growth in teacher education programs.
Keywords: Character education; hybrid learning; STEM integration; teacher education; twenty-first century skills
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