Reflection of 21st-century Skills in Bangladesh's Education Policy, Junior Secondary Science Curriculum and Teacher Curriculum Guides: Their Implementation in Classrooms
Susmita Ghosh1 , Syeda Tahmina Akhter2 and Umme Mustari Tithi3
1 Independent Researcher, Institute of Education and Research, University of Dhaka. 2 Ex- Professor, Department of Curriculum and Instructional Technology, Institute of Education and Research (IER), University of Dhaka. 3 Associate Professor, Department of Curriculum and Instructional Technology, Institute of Education and Research (IER), University of Dhaka.
DOI:
PISER JOURNAL | Volume 3 | Issue 1 | 2026
Abstract
Science remains a vital subject in the 21st century. This study examines which 21st-century skills are integrated into the Education Policy, Junior Secondary Science Curriculum, and Teacher Curriculum Guide documents in Science education, how these skills align with CPD and P21 international frameworks, and how teachers implement them in junior secondary science classrooms. The study also examines the challenges teachers face in teaching these skills. This qualitative study involved 9 science teachers, 45 students, and 2 experts. Data were gathered through document analysis, classroom observations, focus groups, and interviews with teachers and experts, and then analyzed thematically. The education policy, junior secondary science curriculum, and teacher curriculum guide included skills such as critical thinking, problemsolving, collaboration, communication, creativity, leadership, and ICT literacy, and were aligned with international frameworks. Teachers frequently practiced critical thinking, communication, and creativity, but few involved students in problem-solving or ICT activities. Common challenges include large class sizes, inattentive students, insufficient multimedia resources, low student interest in leadership, and limited student ability to respond to critical and creative questions barriers that hinder effective teaching of 21st-century skills.
Keywords: 21st-century skills, Science education, Science classroom, Teaching learning practice, Teaching challenges
