A Descriptive Analysis of Theses on 21st-Century Skills in the Field of Science Education in Turkey (2018–2025)

Abstract

The aim of this study is to examine postgraduate theses prepared in the field of science education in Turkey between 2018 and 2025, in order to reveal how 21st-century skills are addressed in these studies through thematic content analysis. The research is structured within the framework of document analysis, and 18 theses accessed from the National Thesis Center of the Council of Higher Education (YÖK) were selected as the sample. The theses were analyzed in terms of year, research method, sample group, data collection tools, and key findings. Based on the analysis, nine main themes were identified: “development in 21st-century skills,” “curriculum insufficiency,” “teachers’ self-efficacy perceptions,” “technology-supported approaches,” “challenges in skill assessment,” “theory-practice disconnection,” “lack of time/materials,” “low student motivation,” and “inadequacy of traditional assessment methods.” The findings indicate an increased awareness regarding the acquisition of 21st-century skills; however, notable limitations persist in terms of implementation, curriculum, and assessment. While the integration of technology into teaching is perceived as effective, the continued use of traditional assessment methods is considered to have negative impacts on the process. This study aims to reveal the current state of skill-based education in the context of science education and contribute to curriculum development and teacher training efforts.