Implementing 21st Century Skills through the Future Classroom Lab (FCL) Model: A Case Study of an Environmental Education and Climate Change Course
The Future Classroom Lab (FCL) Model
Abstract
This study examines the impact of the Future Classroom Lab (FCL) model on the development of 21st-century skills within the context of an environmental education and climate change course. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. The quantitative component utilizes a pre-test and post-test control group experimental design, while the qualitative aspect incorporates semi-structured interviews with students and the implementing teacher. The findings indicate significant improvements in students' communication, collaboration, critical thinking, problem-solving, creativity, media literacy, and leadership skills. The results reveal that technology-supported and student-centered learning environments foster creativity, enhance digital literacy, and facilitate problem-solving abilities. The study further demonstrates that the FCL model effectively supports the integration of 21st-century skills into educational settings by promoting interactive, flexible, and technology-enhanced learning experiences. The research provides empirical evidence for the benefits of innovative classroom environments and offers recommendations for future implementations in educational contexts.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
