Systematic Literature Review: Analysis of Determinant Factors, Learning Models and the Role of Teachers in Developing 21st Century Skills in School Students

DOI

10.2991/978-2-38476-605-5_19How to use a DOI?

Keywords

21st century skills; 4C; elementary school; learning model; teacher’s role; systematic literature review

Abstract

21st century developments require the education system to not only focus on mastering knowledge, but also on developing essential skills which include critical thinking, creativity, communication and collaboration (4C). At the elementary school level, developing these skills becomes very important as a foundation in forming students’ higher-level thinking abilities. However, the implementation of learning that supports 21st century skills still faces various challenges, such as the dominance of teacher-centered learning and the limited use of innovative learning models. This research aims to analyze determinant factors, learning models, and the role of teachers in developing 21st century skills in elementary school students through a Systematic Literature Review (SLR) approach. Data was collected from various scientific databases such as Google Scholar, Scopus, and accredited national journals with a publication range of 2015–2025. The article selection process was carried out using inclusion and exclusion criteria and referring to the PRISMA stages. The results of the study show that the development of 21st century skills is influenced by two main factors, namely internal and external factors. Internal factors include self-efficacy, learning readiness, and students’ cognitive abilities, while external factors include teacher competence, learning environment, educational policies, and availability of facilities and infrastructure. From the learning model aspect, approaches such as Problem Based Learning, Discovery Learning, SAVI, and RADEC have proven effective in developing 4C skills with advantages in the aspects of critical thinking, creativity, communication, and collaboration. Meanwhile, the role of the teacher is a key factor as a facilitator, motivator and learning designer who is able to integrate various learning models adaptively according to student characteristics. The novelty of this research lies in the integrative synthesis that connects determinant factors, learning models, and the role of teachers in one interrelated conceptual framework in developing 21st century skills. It is hoped that the results of this research can provide theoretical and practical contributions in designing more effective, innovative and relevant learning in elementary schools.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Lailatul Khusna
AU  - Bunga Ayu Natasya
AU  - Khairunnisa Nafiah Isnaini
AU  - Nabila Larasati
AU  - Aulia Rahma Khairunnisa
AU  - Taufik Muhtarom
PY  - 2026
DA  - 2026/08/07
TI  - Systematic Literature Review: Analysis of Determinant Factors, Learning Models and the Role of Teachers in Developing 21st Century Skills in School Students
BT  - Proceedings of the 2026 International Conference on Primary Education (ICOPE 2026)
PB  - Atlantis Press
SP  - 213
EP  - 226
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-605-5_19
DO  - 10.2991/978-2-38476-605-5_19
ID  - Khusna2026
ER  -