This paper aims at exploring and examining the instructional practices that can positively develop students’ 21st-century skills. The American University in Cairo (AUC) is used in this study as a good model after conducting a pilot study to view students’ perception regarding the use of 21st century skills within their master programs. The results of the pilot study show that professors integrate 21st century skills inside the classroom. Consequently, the purpose of this study is threefold: (a) examines students’ perception regarding the use of instructional practices in AUC master programs, (b) how graduate students developed their 21st century skills,(c) examines the techniques that professors follow to integrate the 21st century skills inside and outside the classroom. Finally, this research explores what can be done to benefit from the AUC model, and how to apply it in public universities through the use of instructional practices that would integrate the 21st century skills. Mixed methods were followed. In the quantitative phase, a 21-question survey is administered to graduate students in the master’s programs of Engineering, master’s program of International and Comparative Education, and Masters’ of Business Administration. In the qualitative phase, an open-ended survey is administered to AUC professors to share their techniques of applying the 21st century skills in their teaching methodologies and strategies. The findings show that graduate students revealed that they developed their technology skills, communication, collaboration, critical thinking and problem-solving skills in their learning journey through professors’ instructional practices. Furthermore, professors' results revealed that they integrate 21st century skills through using various technologies, pair/group assignments, and offering rubrics. Finally, the findings highlight the significance of the role of professors’ in developing students' skills through forming a course syllabus that guarantees the use of 21st century skills within the teaching and learning phase. The paper presents practical implications and some recommendations for future research.


School of Humanities and Social Sciences


International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 6-1-2021

Submission Date


First Advisor

Thomas Wolsey

Committee Member 1

Teklu Abate

Committee Member 2

Ibrahim Karkouti



Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item