This qualitative study unveils the intricate interplay between blended learning, language and literature learning, internationalization, and the development of 21st century skills within the realm of higher education. Set against the backdrop of the environment of St. Michael's College in Iligan City, this exploration seeks to unravel the profound significance and transformative implications of these educational dimensions. By delving into the rich perspectives and experiences of 30 college students, this study addresses critical gaps in the literature and sheds light on the potential of these integrated elements. Guided by a robust theoretical framework that amalgamates renowned scholars' insights on blended learning, language acquisition, internationalization, and 21st century skills, the study employs a qualitative research design, employing interviews, observations, and document analysis. The findings illuminate the dynamic nature of blended learning, empowering students with enhanced engagement, flexibility, and accessibility in language and literature education. The incorporation of diverse literary texts and cultural perspectives fosters intercultural competence and global awareness. Moreover, the study underscores the cultivation of critical 21st century skills through immersive learning experiences. Drawing upon the insights gained, the study provides practical recommendations for educators and curriculum designers to harness the potential of blended learning, foster diversity in literary texts, and facilitate the application of 21st century skills. Recognizing the inherent limitations, including the specific context of St. Michael's College and the modest sample size, this study encourages future research to explore broader contexts and diverse participant cohorts. Overall, this illuminating study contributes to the scholarly discourse on integrating blended learning, language and literature learning, internationalization, and 21st century skills in college education. It beckons educators and policymakers to embark on a transformative journey, nurturing an enlightened future where students are equipped with the competencies to navigate the complexities of the 21st century.

Aptamers have a well-earned place in therapeutic, diagnostic, and sensor applications, and we now show that they provide an excellent foundation for education, as well. Within the context of the Freshman Research Initiative (FRI) at The University of Texas at Austin, students have used aptamer selection and development technologies in a teaching laboratory to build technical and 21st century skills appropriate for research scientists. One of the unique aspects of this course-based undergraduate research experience is that students develop their own projects, and take ownership of their own science in what would otherwise be a traditional teaching lab setting. Of the many successes, this work includes the isolation and characterization of novel calf intestinal alkaline phosphatase (anti-CIAP) RNA aptamers by an undergraduate researcher. Further, preliminary survey data suggest that students who participate in the aptamer research experience express significant gains in their self-efficacy to conduct research, and their perceived ability to communicate scientific results, as well as organize and interpret data. This work will describe the use of aptamers in an educational setting, highlight the positive student outcomes of the aptamer research experience, and more particularly present the research findings relative to the anti-CIAP aptamer.

This article aims to examine the concept of historical thinking by looking at the development of historical learning from colonialism to reformation, as well as some examples of innovations in history learning through technology media. The development of history learning in Indonesia has a long story from the colonialism era to the reformation that changed from time to time. However, changes and reforms in the education system do not make students more interested in history. The 21st century, known as the digital century, makes students' attention more focused on the present and the development of the times. Therefore, there are many innovations that are in line with technological media to support and maintain history learning in this era. The question from this research is how is history learning not favored by students when technological innovations to support this learning have developed? By using the literature review method and a qualitative approach, this article provides a new perspective through existing data. Because innovation cannot run effectively before it is accompanied by historical thinking, so the results of the research are historical thinking must be instilled from the start to support innovations that develop and attract students' interest. Based on the study, it is recommended that have historical thinking to further optimize technology develops innovation more effectively and ask for more interest in history. Keywords: 21st Century, Historical Development, Paradigm

Nursing is a part of health services that serves individuals, groups and communities. In this 21st century the need for nursing services has changed rapidly and in a complex manner. Physical limitations, is on should to be considered, while the implementation and maintenance of patient-centered service infrastructure still have to be recked. The aim of this literature review is to identify the role of telenursing in nursing services for patients. This language method uses literature reviews which are summaries of 10 articles in the publication years of 2019, 2020, and 2021 on 3 search databases, namely Scopus, Science Direct, and SAGE. This review used the new Joanna Briggs Institute and Prisma. The eligibility of these studies were from its title, abstract, research methodology, results, and discussion. The results of the review were presented in narrative form. The results of a review of 10 articles found that the form of nursing services with telenursing could prove long-distance service, time efficiency and funding allocation, but in terms of quality it had been not satisfactory related to its physical implementation of nursing service. Conclusion: The nursing paradigm in the 21st century global era has been developed with the help of technology to meet the needs of distance efficiency and cost limitations. Thus, telenursing is a solution to answer these challenges.

Background: An oscilloscope is a basic tool for measuring electrical quantities, as well as studying all types of waveforms. Generally, measurement of a quantity is regarding peak voltage, frequency, phase difference, pulse width, delay time, etc. However, what about the oscilloscope technology that existed in the early the 21st-century? Purpose: Aim of this study is to identify and analyze the application and use of current oscilloscopes in the early 21st-century. Method: The research methodology used is qualitative research with a systematic literature review by taking journals from 2019-2020 on the IEEE, IOP, Science Direct, ArXiv, and Measurement Science Review journal databases. Results: The results obtained are a batch of 12 articles showing the application and use of oscilloscope technology at the beginning of the 21st century. Conclusion: The conclusions applied to the application of oscilloscope technology in the early 21st-century are centered on the field of education in the measurement of physical quantities and the use of measurement technology which has high efficiency and low cost.

This study investigates the multifaceted aspects of 21st century teaching and identifies gaps in current educational practices. The researcher employed a qualitative approach, utilizing interviews, observations, and document analysis. Grounded in a theoretical framework emphasizing student-centered pedagogy, technology integration, and innovative instructional strategies, the study involved a diverse sample of 30 participants, including teachers, students, and administrators. Rigorous measures were implemented to ensure validity and reliability, such as researcher triangulation and member checking. The findings revealed significant gaps in areas such as student engagement, digital literacy, and pedagogical innovation. These findings are discussed in relation to existing literature, highlighting the implications for educational practice and the urgent need for educational transformation. The study's limitations include the small sample size and its focus on a specific educational context. Future research should explore the identified gaps using different methodologies and extend the investigation to other educational settings. The study contributes to the growing body of knowledge on 21st century teaching, providing valuable insights for educators, policymakers, and researchers aiming to promote effective and transformative teaching practices in the modern era.

This qualitative study conducted at St. Michael's College explores the integration of philosophical dimensions in arts and sciences education and its implications for pedagogy and student learning. Drawing on three theoretical framework informed by Piaget, Sartre, and Vigotsky, the study examines the perspectives of 30 participants, including teachers and students, through semi-structured interviews. The findings reveal diverse viewpoints, with some participants emphasizing disciplinary specialization for focused skill development, while others advocate for integrating philosophical dimensions to enhance critical thinking, interdisciplinary connections, and ethical awareness. The implications highlight the importance of balancing disciplinary depth with interdisciplinary exploration in arts and sciences education. Educators are encouraged to recognize the value of disciplinary specialization while integrating philosophical dimensions to foster critical thinking skills, interdisciplinary connections, and ethical awareness among students. Recommendations include providing professional development opportunities for educators, incorporating philosophical perspectives in curriculum frameworks, and exploring the long-term impact of integrating philosophical dimensions on student learning outcomes. Future research should investigate specific pedagogical approaches, consider cultural and contextual factors, and further explore the impact of integrating philosophical horizons to advance educational practices. By embracing the integration of philosophical dimensions, educators can create meaningful learning experiences that promote critical thinking, interdisciplinary connections, and ethical awareness in arts and sciences education.

Introduction: Pancasila was born as the ideology of the Indonesian nation, which reflects the values cultural values, ethics, morals, and the spirit of the nation. Pancasila was born as a form of national character, which reflects divinity, nationality, unity, togetherness, and justice. The purpose of this research is to know the practice of Pancasila values ​​in the life of the nation and the state. Especially, the implementation of the life of the younger generation in the 21st century today. Methods: This study is literature research where data is collected using keywords in the database. Literature source search carried out with the help of Boolean operators and using the PICOS format. The results of selecting articles, using PRISMA Flow Diagrams. The search results found 125 articles that match the research theme. After checking for duplication, 82 articles were excluded because of the similarity in the results of the discussion. In the end, there were 43 articles used as a literature source. Results: Based on the analysis of research findings, which are supported by literature sources, it shows that the current values ​​of Pancasila are worrying. This can be seen, where people's behavior has been contaminated by external cultures due to technological sophistication. At present, it can be said that the ethics and morals of society do not reflect the values ​​of Pancasila. Conclusion: In order to re-install the values ​​of Pancasila in people's lives, the participation of all parties is necessary. This is especially so, for today's younger generation. Therefore, it is necessary to develop a model for teaching Pancasila to be carried out by schools and colleges. So that later, it can produce a generation of ethics and morals who love the country.

In this modern era, continuous change is the first step in forming a new structure between theory and practice. The idea of ​​a juggernaut is very relevant to the theory of structuration with current conditions in the 21st century, where technology becomes a reference that can crush anyone who is not responsive to its power. This technology takes one path and takes many roles from various fields: economic, social, political, legal, and educational. This 21st century is marked by great momentum for changes in human behavior and civilization, namely the industrial revolution 4.0 and the arrival of Covid-19, which have changed many social structures and human activities. This makes history a means of connecting the problems in the 21st century with past events. By using a descriptive qualitative method, this paper will reveal how technological developments are very influential on educational and political developments and what are the challenges faced based on historical perspective?. In this case, the study aims to discuss the history and challenges of Indonesia's education system and government system in the 21st century and give a solution. The data used are from 2 books, 14 journal articles, and 4 websites with a span of 2019-2021. The research results are expected to be used as a further study in the face of the development of the modern era in the fields of education and government. This study also has limitations, namely only on the face of the development of the modern era in the fields of education and government.

Objectives: We compared housing and the eating habits of Roma. Contemporary findings (2013) were compared with those from the first monothematic work on Roma (1775) depicting their housing and eating habits. Methods: Data come from a journal (1775) and from semi-structured interviews (2013) with more than 70 Roma women and men who live segregated in excluded settlements at the edges of villages or scattered among the majority. Data were collected in two villages and one district town in the Tatra region, where data from the 1775 measurements originate. We used classical sociological theory and new ethnography to interpret the obtained data. Results: The main findings showed differences between specific social classes then and now regarding housing as well as eating habits, related to both conditions among Roma in the Tatra. The national Roma foods gója or marikľa are traditional foods of Slovak ancestors living in poverty in the country. The houses of Roma do not greatly differ from those of the majority. Conclusions: We conclude that life strategies of the citizens of poor settlements now are similar to two centuries ago, typical for the culture of poverty in various countries of the world even after the centuries.

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.

There is a skin allergy epidemic in the western world, and the rate of deterioration has increased significantly in the past 5-10 years. It is probable that there are many environmental contributing factors, yet some studies have linked it primarily to the rise in the use of synthetic chemical ingredients in modern cosmetics. Our challenge, therefore, was to find a mechanism to determine the effect these substances have on skin health, and whether they really are a primary cause of long term damage to the skin. The first problem is the lack of any definitive way to measure skin health. Motivated by the overwhelming evidence for a link between deficient gut flora and ill health, we decided to look at whether our skin microbiota could similarly be used as an indicator of skin health. Our research illustrates how it is microbiota diversity alone that can predict whether skin is healthy or not, after we revealed a complete lack of conclusive findings linking the presence or abundance of particular species of microbe to skin problems. This phenomenon is replicated throughout nature, where high biodiversity always leads to healthy ecosystems. ‘Caveman’ skin, untouched by modern civilisation, was far different to ‘western’ skin and displayed unprecedented levels of bacterial diversity. The less exposed communities were to western practices, the higher the skin diversity, which is clear evidence of an environmental factor in the developed world damaging skin. For the first time we propose benchmark values of diversity against which we can measure skin to determine how healthy it is. This gives us the ability to be able to predict which people are more likely to be prone to skin ailments, and start to test whether cosmetic ingredients and products are a main cause of the skin allergy epidemic.

A catastrophic loss of microbial biodiversity on the skin has led to alarming increase in the prevalence of allergies and long-term damage to the skin, which could also have damaging knock on effects to overall health. This study uses 50 human participants, to obtain an average (benchmark) value for the biodiversity of ‘healthy’ western skin, which is crucial in updating our 2017 skin health measuring mechanism to use standardised methodology. Previous work with a larger sample size was unsatisfactory for use as a benchmark due to its use of different and outdated diversity indices. We also investigated the effect of age and sex, two known skin microbiome affecting factors. Although no statistical significance is seen for age- and sex- related changes in diversity, there appear to be changes related to age which elaborates on previous work which used larger, more general age ranges. Our study indicates adults age 28-37 have highest diversity, and age 48-57 the lowest. Crucially, because of this study we are now able to update the skin health measuring mechanism from our 2017 work. This will aid diagnostic assessment of susceptibility to cutaneous conditions or diseases, and treatment. Testing any human subject will be rapidly improved by obtaining future benchmark diversity values for any age, sex, body site and area of residence, to which they can be compared. This improvement means we can also more accurately investigate the ultimate question: What factors in the western world are a main cause of the skin allergy epidemic? This could lead to future restriction of certain synthetic chemicals or products found to be particularly harmful to the skin.