The impact of implementing the cubing strategy in English language classrooms in promoting active learning, differentiated instruction, and twenty-first century skills

Abstract

Today's schools are educating for an unknown future, and the knowledge considered relevant today can partially turn irrelevant in as little as a couple of decades. Accordingly, teaching and learning focusing on rote learning of factual knowledge will not serve the needs of the learners in the future. Essential twenty-first-century skills have become necessary to prepare learners for life-long learning, such as creativity, critical thinking and problem-solving, and communication. Such skills, understanding, and knowledge can be better achieved and optimized when students are engaged and motivated by differentiated teaching and learning that attends to students' diverse interests, learning styles, levels, and preferences. This study examines the impact of the cubing strategy on promoting active learning, differentiation, and 21st-century skills. A qualitative instrumental case study approach in combination with participatory action research (PAR) was utilized to collect and analyze the data. The data gathering sources included students’ products, classroom observations, focus group interviews, and teacher questionnaire. The findings revealed that implementing the cubing strategy promotes students' engagement and interaction, enhances differentiated practices, and fosters twenty-first-century skills in English language classrooms. Implications for implementing the cubing strategy are discussed.