Imparting 21st Century Skills in the Classroom: Attitude and Perception of Students Towards Chemistry Education

This study investigates the relationship between 21st-century skills and students’ attitudes and perceptions toward chemistry education at the secondary level. As education shifts to meet the demands of a technology-driven world, skills such as digital literacy, inventive thinking, effective communication, and collaboration have become essential in science classrooms. The research employed a descriptive survey design, involving 85 Class X students from various schools in Delhi. Data were collected using a structured questionnaire comprising three standardized tools: the Attitude Towards Chemistry Scale, the Perception of Teaching-Learning Process Scale, and the 21st-Century Skills Assessment Tool, which measured digital literacy, inventive thinking, and effective communication. Descriptive statistics were used to determine mean scores and levels of student response, while Pearson correlation analysis was conducted to examine the strength and direction of relationships among the variables. The results revealed that students generally held a positive attitude toward chemistry, with the strongest positive correlations observed between overall 21st-century skills, particularly digital literacy and effective communication, and their attitudes. However, inventive thinking demonstrated a low correlation with attitudes. The findings suggest the need for integrating 21st-century competencies into chemistry instruction through interactive, student-centred, and technology-rich teaching strategies that enhance learning engagement and future readiness.