Twenty-First Century Skills in Psychology Education: A Curriculum Inquiry of Master's Programs

In contemporary work environments, psychology graduates are expected to demonstrate 21st-century skills, including collaboration, communication, and critical thinking. Recognizing these demands, this study aimed to investigate to what extent and how psychology master's programs in the Netherlands integrate 21st-century skills into curricula. First, we conducted a document analysis of the intended learning outcomes (ILOs) of all psychology master's programs ( N = 28) at Dutch research universities. Qualitative content analysis of the ILOs revealed that the 21st-century skills critical thinking, communication, initiative and self-management, and productivity were addressed in all programs’ ILOs. Next, to extend the document analysis, we conducted a case study of an organizational psychology master's program to examine how skills-related ILOs were realized in curriculum components. Results showed that the curriculum provided extensive opportunities to develop 21st-century skills through active learning practices such as group discussions, case assignments, role-plays, and simulations. We also found notable discrepancies between the ILOs and the skills emphasized in learning goals, instructional materials, and assessments, indicating that a broader scope of skills was being taught than was formally articulated. The findings contribute to the literature and educational practices by providing insights into the integration of 21st-century skills in master's programs and informing future curriculum developments.