The Integration of 21st-Century Skills in Grade Eight Mathematics Curriculum

Nouf Ali Al Moray


The study measured the extent of the implementation of twenty-first-century skills in grade eight math curriculum in public schools in the Kingdom of Bahrain, and it included all Cycle Three Mathematics Books (or curriculum) for the academic year (2022-2023). The researcher chose grade eight mathematics books in the first and second semesters as a sample for her study; furthermore, the research was conducted using the descriptive-analytical method to analyze the contents of the books using a content-analysis card. The results showed a very high percentage (92.20%) of twenty-first-century skills integration in eighth-grade math books; as a result, the percentage of technical literacy was (14.5%), and the rate of local and global citizenship skills was the lowest (7.6%). In addition, the results showed close ratios between critical thinking, creativity and problemsolving, leadership, and decision-making (13.1% – 13.7%). The math curriculum directs learners to access information through digital technologies and includes different mathematical problems in which digital technologies are used to achieve solutions with the highest percentage (25%- 23.6%). However, it was immediately apparent that the math curriculum content failed to motivate learners to develop their skills concerning environmental sustainability (7.8%) and negotiation skills (7.9%). Overall, the literature showed that the widespread opportunity for 21st-century skills in the mathematics curriculum impacts students’ abilities to obtain high grades in the TIMSS exams. This suggests that integrating science, technology, engineering, and mathematics education into mathematics curricula can provide convenience for students to evolve 21st-century skills in a consequential and effective way.

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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