EDUCATIONAL TECHNOLOGIES AND 21ST CENTURY SKILLS AS PREDICTORS OF STUDENTS’ SUSTAINABLE DEVELOPMENT COMPETENCIES IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

This study examined the predictive value of educational technologies and 21st-century skills on students’ sustainable development competencies in public secondary schools in Anambra State, Nigeria. The study was anchored in Constructivist Learning Theory, which emphasizes learners’ active construction of knowledge through interaction, collaboration, and problem-solving. A correlational research design was adopted. The population of the study comprised 19,080 Senior Secondary Two (SS2) students enrolled in 268 public secondary schools across the six education zones of Anambra State. A sample of 540 SS2 students was drawn using multi-stage sampling across the six education zones. Three structured instruments—the Educational Technologies Scale (ETS), 21st Century Skills Scale (21CSS), and Sustainable Development Competencies Scale (SDCS)—were used for data collection. Data were analyzed using simple and multiple regression analyses at a 0.05 level of significance. Findings revealed that students’ use of educational technologies significantly and positively predicted their sustainable development competencies. Similarly, 21st-century skills were a strong predictor of sustainable development competencies. Moreover, the joint analysis indicated that educational technologies and 21st-century skills together accounted for a significant proportion of the variance in students’ sustainable development competencies. The study concluded that integrating educational technologies with the development of 21st-century skills is essential for equipping students with sustainable development competencies. It recommended equipping schools with digital tools, fostering 21st-century skills, and training teachers through continuous professional development to strengthen students’ sustainable development competencies.