Effectiveness of 21st Century Learning Implementation Among Arabic Language Trainee Teachers in Malaysia

Abstract

This study aims to evaluate the effectiveness of implementing 21st Century Learning (PAK21) among trainee teachers enrolled in the Bachelor of Education in Arabic Language program at a public higher education institution in Malaysia. The focus centres on three key dimensions: the extent of PAK21 element integration in teaching, the readiness of practicum school facilities, and the contributing factors in cultivating 21st-century skills among trainee teachers. Employing a quantitative approach, data were collected via questionnaires distributed to 103 final-semester trainee teachers who had completed Teaching Practicum I. The findings indicate that, despite a general awareness and basic application of PAK21 principles, implementation remains constrained by infrastructure limitations, lack of continuous training, and insufficient mastery of appropriate pedagogical strategies. Identified barriers include inadequate educational technology, non-conducive physical learning environments, and challenges in designing activities that promote higher-order thinking skills. The study recommends strengthening teacher training programmes through practice-based approaches, upgrading practicum school infrastructure, and integrating sustained professional development aimed at equipping educators with 21st-century competencies. These insights are intended to contribute to the improvement of teacher education programmes and to inform educational policies that promote learner-centred pedagogical transformation.