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Project-basedKnowledge of teaching 21st Century Skills has been obtained in a small number of studies in Croatia, which most often do not offer perspectives on how teachers perceive and teach 21st Century Skills or describe those skills through theoretical-conceptual and analytical framework. 21st century skills are competencies such as critical thinking, problem solving, creativity, communication, collaboration, innovation, teamwork, decision making, leadership, application of knowledge, self-direction and learning ishow ato modernlearn. learning strategy that enables the development of learning competence as oneAll of the eightabove keyare competencesimmanent forfeatures lifelongof learning.what Thisis descriptivecalled researchinnovative aimedlearning in didactics. The purpose of this study is to determinetest students'whether learningthe strategies21st Century Teaching and understandLearning themSurvey (Ravitz, Hixson, English i Mergendoller, 2012) could be used to generalize data on teaching innovative learning in the contextCroatian educational context. The goal is to validate a questionnaire developed on a sample of project-based learning in mathematics university courses. Research participants were students attending undergraduate study programs at the Faculty of Chemistry and Technology at the University of Split who enrolled in a mathematics course for the second, third or fourth timeteachers in the academicUnited year 2023/2024.States. The learning strategies questionnaire (Lončarić, 2014) was applied,validated on a sample of a group of teachers (N = 317) of subject teaching (5th to 8th grade) of primary school from all five regions of the Republic of Croatia, who completed the Questionnaire on teaching skills of the 21st century. Statistical procedures (Cronbach’s alpha, Pearson’s correlation coefficient, independent sample t-test, ANOVA, and thefactor students' project work wasanalysis) analyzed along with the benefitsrelationships andbetween students' challenges of project-based learning.
The results of student self-assessments showed more frequent use of strategies of (meta)cognitive control ofinnovative learning and deepsociodemographic cognitivevariables. processingThe alongobtained withresults lessproved frequentthe useconstructional and internal validity and reliability and applicability of strategiesthe of“21st shallowCentury cognitiveSkills processing.Teaching TheQuestionnaire” students' project work, onin the otherCroatian hand,educational showedcontext.
insufficient knowledge and a lack of understanding or misunderstanding of mathematical concepts, as well as a lack of critical thinking in mathematics, which is not in line with students’ self-assessments of their learning strategies. The benefits of project learning, according to the students, include the acquisition of new knowledge about project-based learning and better acquisition of mathematical knowledge, understanding, applying, analyzing, organizing, and synthesizing mathematical content, while the challenges relate to insufficient prior knowledge and experience needed for project tasks. The results indicate the need for students' continuous critical and reflexive thinking about the learning strategies they use and the need to improve students' learning competence by applying suitable modern learning strategies.
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