Fostering 21st-Century Skills for Sustainable Education through Language Learning Beliefs and Practices: A Narrative Inquiry
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Keywords:
Beliefs about language learning, 21st-century skills, sustainable education, , foreign language learning, narrative inquiry
Abstract
Moving further to the 21st century, education needs to provide students with essential knowledge and the abilities required for succeeding in a global interconnection and sustainable environment. The role of foreign language education is crucial in this transformation, but the perceptions of teachers and students regarding language learning are just as significant. Through narrative inquiry, this study explored the foreign language teachers' beliefs toward language learning and a story of how the beliefs foster 21st-century skills- like critical thinking, communication, and global awareness- within a sustainable education context. The analysis revealed two topics of discussion: 1) the influence of personal beliefs on teaching practices and 2) the emphasis on 21st-century skills in classroom practice for sustainable education. The study provides implications for teachers, practitioners, educational institutions, and stakeholders.
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References
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Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
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Rodgers, E., D’Agostino, J., Berenbon, R., Mikita, C., Winkler, C., & Wright, M. E. (2022). Teachers’ Beliefs and Their Students’ Progress in Professional Development. Journal of Teacher Education, 73(4), 381–396. https://doi.org/10.1177/00224871221075275
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Saphira, H. V., Rizki, I. A., Zakhiyah, I., & Saharani, S. P. (2022). 21st-Century Skills Research Trends Over the Last 10 Year: Bibliometric Review and Analysis. 20(1), 25–38.
Savira, L. (2024). Peran Guru pada Transformasi Pendidikan dalam Menyongsong Generasi Emas 2045. Al-Madaris Jurnal Pendidikan Dan Studi Keislaman, 4(2), 28–36. https://doi.org/10.47887/amd.v4i2.132
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Wahid, L. (2023). PERAN GURU AGAMA DALAM MENANAMKAN KESADARAN SOSIAL PADA SISWA DI SEKOLAH MENENGAH. Jurnal Review Pendidikan Dan Pengajaran, 6(2), 339–346. https://doi.org/10.31004/jrpp.v6i2.18141
Wijaya, L. (2023). Peran Guru Profesional Untuk Meningkatkan Standar Kompetensi Pendidikan. Jurnal Multidisiplin Indonesia, 2(6), 1222–1230. https://doi.org/10.58344/jmi.v2i6.273
Al-Roomy, M. (2015). Evaluating Saudi University Students’ Beliefs about Learning English. International Journal of English Linguistics, 5(1), p22. https://doi.org/10.5539/ijel.v5n1p22
Aswita, D., Nurmawati, Salamia, Sarah, S., Saputra, S., Kurniawan, E. S., Yoestara, M., Fazilla, S., Zulfikar, Fazilla, Z., & Iqbal, M. (2022). Pendidikan Literasi: Memenuhi Kecakapan Abad 21 (N. M. Ismail, Ed.). Penerbit K-Media.
Bolat, Y., & Gençoğlu, S. D. (2024). The Integration of 21st Century Skills into Secondary School English Classes and the Challenges faced by Teachers. International Journal of Contemporary Educational Research, 11(1), Article 1. https://doi.org/10.52380/ijcer.2024.11.1.558
Cárdenas, M., & Rocio Ramirez Orellana, D. (2024). Progressive Reduction of Captions in Language Learning. Journal of Information Technology Education: Innovations in Practice, 23, 002. https://doi.org/10.28945/5263
Cheng, X., Zhang, L. J., & Yan, Q. (2021). Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research, 29(1), 385–415. https://doi.org/10.1177/13621688211057665
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4).
Jan, H. (2017). Teacher of 21st Century: Characteristics and Development.
Jannah, N., & Puspita, D. M. Q. A. (2023). Urgensitas Penerapan Kecakapan Abad 21 Pada Pembelajaran Pendidikan Agama Islam di Era Society 5.0. AL-ADABIYAH: Jurnal Pendidikan Agama Islam, 4(2), Article 2. https://doi.org/10.35719/adabiyah.v4i2.764
Johnson, K. E., & Golombek, P. R. (2002). Teachers’ Narrative Inquiry as Professional Development. Cambridge University Press.
Johnston, K., Conneely, C., Murchan, D., & Tangney, B. (2015). Enacting key skills-based curricula in secondary education: Lessons from a technology-mediated, group-based learning initiative. Technology, Pedagogy and Education, 24(4), 423–442. https://doi.org/10.1080/1475939X.2014.890641
Kuncoro, A. (2017). Korelasi Penguasaan Kosakata dengan Keterampilan Berbicara Siswa dalam Bahasa Inggris. SAP (Susunan Artikel Pendidikan), 1(3), Article 3. https://doi.org/10.30998/sap.v1i3.1547
Lertdechapat, K., & Faikhamta, C. (2025). Student Teachers’ Pedagogical Content Knowledge, Beliefs, and Practices Within the Context of Lesson Study Student Teachers’ Pedagogical Content Knowledge, Beliefs, and Practices Within the Context of Lesson Study. Journal of Science Teacher Education, 1–16. https://doi.org/10.1080/1046560X.2025.2452736
Loiseau, N., & Luchner, C. D. (2021). A, B and C decoded: Understanding interpreters’ language combinations in terms of language proficiency. The Interpreter and Translator Trainer, 15(4), 468–489.
Martinez, M. I., Díaz Lara ,Guadalupe, & Whitney, C. R. (2024). The role of teacher beliefs in teacher learning and practice: Implications for meeting the needs of English learners/emergent bilinguals. Language and Education, 0(0), 1–18. https://doi.org/10.1080/09500782.2024.2362305
Nelson, N. (1992). Performance Is the Prize: Language Competence and Performance among AAC users. Augmentative and Alternative Communication, 8(1), 3–18. https://doi.org/10.1080/07434619212331276003
Oppell, M. V., & Aldridge, J. (2015). Teacher beliefs and education reform in Abu Dhabi: 21st Century Skills? Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 2(2). https://doi.org/10.21666/mskuefd.31152
Ostovar-Namaghi, S., Norouzi, S., & Hosseini, M. (2015). Exploring the Professional Beliefs of an EFL Teacher: A Narrative Inquiry. The Qualitative Report. https://doi.org/10.46743/2160-3715/2015.2415
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Rahmawati, F. (2017). A study on the use of information and communication technology for english language learning by students of STAIN Pamekasan [Unpublished Thesis, Univeristas Islam Malang]. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=1g-zn1EAAAAJ&citation_for_view=1g-zn1EAAAAJ:UeHWp8X0CEIC
Rahmawati, F. (2020). The undergraduate students’ beliefs about English language learning; a survey study in Madurese context. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 14(2), 60. https://doi.org/10.30595/lks.v14i2.7637
Rezandy, M. A. P., Artini, L. P., & Dewi, N. L. P. E. S. (2020). Teacher’s Strategies in Promoting The 21st Century Learning Skills on Online Class in Tourism Vocational High School. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 4(3), Article 3. https://doi.org/10.23887/jipp.v4i3.28037
Rodgers, E., D’Agostino, J., Berenbon, R., Mikita, C., Winkler, C., & Wright, M. E. (2022). Teachers’ Beliefs and Their Students’ Progress in Professional Development. Journal of Teacher Education, 73(4), 381–396. https://doi.org/10.1177/00224871221075275
Roshid, M. M., & Haider, Md. Z. (2024). Teaching 21st-century skills in rural secondary schools: From theory to practice. Heliyon, 10(9), e30769. https://doi.org/10.1016/j.heliyon.2024.e30769
Saavedra, A. R., & Opver, V. D. (2012). Learning 21st-century skills requires 21-st century Teaching.
Salvador-Garcia, C., Chiva-Bartoll, O., Capella-Peris, C., Maravé-Vivas, M., Salvador-Garcia, C., Chiva-Bartoll, O., Capella-Peris, C., & Maravé-Vivas, M. (2025). The ups and downs of CLIL lessons: A qualitative study on 21st century skills promotion in physical education. Language and Education, 39(1), Article 1. https://doi.org/10.1080/09500782.2024.2317226
Saphira, H. V., Rizki, I. A., Zakhiyah, I., & Saharani, S. P. (2022). 21st-Century Skills Research Trends Over the Last 10 Year: Bibliometric Review and Analysis. 20(1), 25–38.
Savira, L. (2024). Peran Guru pada Transformasi Pendidikan dalam Menyongsong Generasi Emas 2045. Al-Madaris Jurnal Pendidikan Dan Studi Keislaman, 4(2), 28–36. https://doi.org/10.47887/amd.v4i2.132
Susianita, R. A., & Riani, L. P. (2024). Pendidikan Sebagai Kunci Utama Dalam Mempersiapkan Generasi Muda Ke Dunia Kerja Di Era Globalisasi. Prosiding Pendidikan Ekonomi, 0, Article 0.
Wahid, L. (2023). PERAN GURU AGAMA DALAM MENANAMKAN KESADARAN SOSIAL PADA SISWA DI SEKOLAH MENENGAH. Jurnal Review Pendidikan Dan Pengajaran, 6(2), 339–346. https://doi.org/10.31004/jrpp.v6i2.18141
Wijaya, L. (2023). Peran Guru Profesional Untuk Meningkatkan Standar Kompetensi Pendidikan. Jurnal Multidisiplin Indonesia, 2(6), 1222–1230. https://doi.org/10.58344/jmi.v2i6.273
Published
2025-05-03
How to Cite
Rahmawati, F., Putikadyanto, A. P. A., & Efendi, A. N. (2025). Fostering 21st-Century Skills for Sustainable Education through Language Learning Beliefs and Practices: A Narrative Inquiry . Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial Dan Ilmu-Ilmu Sosial, 1, 27-38. https://doi.org/10.19105/ejpis.v1i.19130
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