Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry

Abstract

Objective. This study aims to analyze how the new upper secondary school curriculum in Mexico captures 21st-century skills and teachers’ perceptions of success. Method. The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers’ perceptions of success is collected through eight focus groups with 72 participants in 4 States of Mexico. Results. The findings show that the curriculum is short in strategies for the development of 21st-century skills. Moreover, although teachers welcome them, they perceive a lack of support and doubt about students’ learning capabilities. Conclusions. Although Mexico has progressed in providing a 21st-century skills learning environment through the new curriculum, the educational system remains with the opportunity to offer a more suitable and adequate framework as well as support and training for teachers.

Analysis of the Knowledge and Skills of Science Teachers in the Northern Region of Solok Regency in Planning Implementing and Evaluating 21st Century Learning

“…21st century learning students must have the ability to think scientifically (Yusuf et al, 2020;Azmi, 2023). The ability to think scientifically functions to solve problems that occur in the learning process (Hernández-Fernández, 2022;Suharyat et al, 2023;Sondergeld & Johnson, 2019;Groves et al, 2021). Science learning is one of the subjects that is still difficult for most students to understand in Indonesia (Matsun et al, 2021).…”