ASSESSING THE 21ST-CENTURY SKILLS OF CRIMINOLOGY STUDENTS BASED ON THEIR PERCEPTION OF TECHNOLOGY
Abstract
This study examined the relationship between criminology students’ perceptions of technology and their development of 21st-century skills at the University of Mindanao, Davao City. The study focused on the Technology Acceptance Model (TAM) and examined how students’ perceptions of technology's usefulness and ease influence essential 21st-century skills. These skills include information management, communication, collaboration, critical thinking, creativity, and problem solving. The study employed a descriptive-correlation design and included 300 randomly selected criminology students as participants. The data were collected using a validated survey questionnaire adapted from Robinson (2024). The data were analyzed using various statistical methods, including the mean, standard deviation, the Pearson correlation coefficient, and regression analysis. The results showed that criminology students possess a high level of 21st-century skills and hold positive perceptions toward technology, suggesting that technology plays a significant role in enhancing their learning and academic performance. The findings also revealed a significant relationship between students’ perception of technology and the development of their 21st-century skills. Furthermore, the regression analysis confirmed that both perceived usefulness and perceived ease of use can predict students’ skills development, explaining 37.6% of the variance in the model. Overall, the study concluded that encouraging positive attitudes toward technology helps students become more confident, capable, and prepared to meet the demands of a technology-driven profession in the future. Based on these results, the study recommended that the Criminology Department continue to integrate and enhance technology-based learning activities, such as simulations, digital case analysis, and virtual investigative exercises, to deepen the students’ critical thinking and practical skills. It also encourages other criminology institutions to adopt similar technology-supported approaches for educators and students to engage in continuous digital skill development. Future researchers are advised to broaden the scope of study or explore additional variables to further understand the factors influencing technology-driven skill development among criminology students.
SDG No. 4: Quality Education
Keywords
Full Text:
PDFReferences
Agung, A. S. N., & Surtikanti, M. W. (2020). Students’ perception of online learning during the COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. Soshum Jurnal Sosial Dan Humaniora 8(8). https://doi.org/10.31940/soshum.v10i2.1316
Aithor. (2024). The impact of technology on educational systems in the 21st century. Retrieved from https://aithor.com/essay-examples/the-impact-of-technology-on-educational-systems-in-the-21st-century
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes 50(2). https://doi.org/10.1016/0749-5978(91)90020-T
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice-Hall. https://www.semanticscholar.org/paper/Understanding-Attitudes-and-Predicting-Social-Ajzen-Fishbein/
Alruthaya, A., Nguyen, T., & Lokuge, S. (2021, November 10). The application of digital technology and the learning characteristics of Generation Z in higher education. Retrieved from https://arxiv.org/abs/2111.05991.
Ansong-Gyimah, K. (2020). Students’ perceptions and continuous intention to use e-learning systems: The case of Google Classroom. International Journal of Emerging Technologies in Learning (iJET). Retrieved from www.learntechlib.org/p/217097/
Aprecia, N. A., Barrera, G. A., Cuares, K.R.A., Cuison, M. J. L., Lazaro, M. K. D., Pat-i, K. K. M., & Sayson, Y. J. H. (2022). A descriptive correlational study on the physical environment and perceived academic performance of STEM online learners. Animo Repository. Retrieved from https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1178
Asli, M. R. (2023). Digital trends of criminology and criminal justice of the 21st century. Cyberleninka. Retrieved from https://cyberleninka.ru/article/n/digital-trends-of-criminology-and-criminal-justice-of-the-21st-century
Bajen, D. R., Borja, M. R. S., Bangga-An, R. J. E., & Bandolos, I. P. (2026). The evolving landscape of criminal investigation: Exploring the impact and efficiency of modern technology in forensic analysis and digital investigations. International Journal for Multidisciplinary Research, 8(2). https://doi.org/10.36948/ijfmr.2026.v08i02.67687
Bhat, A. (2021). Descriptive correlational: Descriptive vs correlational research. QuestionPro. Retrieved from https://www.questionpro.com/blog/descriptive-research-vs-correlational-research/
Cheung, S. K., Phusavat, K., & Yang, H. H. (2021). Shaping the future learning environments with smart elements: Challenges and opportunities. Springer Open vol. 18. http://doi.org/10.1186/s41239-021-00254-1
Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on students' learning. International Journal of Latest Technology in Engineering Management & Applied Science 14(7):798–803. Retrieved from https://eric.ed.gov/?id=EJ1290791
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13(3). https://doi.org/10.2307/249008
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science 35(8). https://doi.org/10.1287/mnsc.35.8.982
Descriptive Correlational Design in Research. (2025). Ivypanda. https://ivypanda.com/essays/descriptive-statistics-and-correlational-design/
Duron, D. C. V., & Cartin-Pecson, R. (2026). Stolen lives: Stories of victims of identity theft. European Journal of Social Sciences Studies, 12(1). https://doi.org/10.46827/ejsss.v12i1.2161
Estrada, Q., Soberano, K., & Segue, Z. (2024). Bridging the gap between criminology and information technology. International Journal of Multidisciplinary Research and Analysis 7(5). https://www.ijmra.in/v7i5/Doc/38.pdf
Fatani, T. H. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education vol. 20. https://doi.org/10.1186/s12909-020-02310-2
Feyza, N. E., & Seyda, S. Y. (2023). 21st Century Skills and Learning Environments: ELT Students' Perceptions. Educational Research and Reviews 18(6). https://doi.org/10.5897/err2023.4332
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. ResearchGate. Retrieved from https://www.researchgate.net/publication/233897090_Belief_attitude_intention_and_behaviour_An_introduction_to_theory_and_research
Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students’ digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education 21. https://doi.org/10.1186/s41239-023-00437-y
Gohetia, V. B., Jabagat, K. D. B., Soriano, G. V. L., & Bandolos, I. P. (2026). Examining the contributory factors of the Bachelor of Science in Criminology students failed in the competency appraisal course. International Journal of Arts and Social Science, 9(4)
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competencies, education for sustainable development and strategies for the development of 21st-century skills. A systematic literature review. Sustainability 12(24). http://dx.doi.org/10.3390/su122410366
Hasim, S. N. A., & Bakar, K. A. (2025). Challenges and Impacts of Technology Adoption in Education: A Systematic Literature Review. International Journal of Research and Innovation in Social Science, IX(IIIS), 7536–7548. https://doi.org/10.47772/ijriss.2025.903sedu0558
Illescas, M. K. A., Ong, A. K. S., & German, J. D. (2023). Online or Traditional learning at the near end of the pandemic: Assessment of students’ intentions to pursue online learning in the Philippines. Sustainability, 15(8), 6611. https://doi.org/10.3390/su15086611
Information. (2025). Cambridge. https://dictionary.cambridge.org/us/dictionary/english/information-management
Judijanto, L. et al. (2025). Integrating digital literacy, critical thinking, and collaborative learning: Addressing contemporary challenges in 21st century education. Journal of Hunan University Natural Sciences 52(3). https://jonuns.com/index.php/journal/article/view/1720
Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International Journal of Scientific Research in Modern Science and Technology 3(47). https://doi.org/10.59828/ijsrmst.v3i4.199
Kayode-Sanni, A. (2023). What are adaptive survey designs: Meaning, types, implementations, pros & cons. Formplus. Retrieved from https://www.formpl.us/blog/what-are-adaptive-survey-designs-meaning-types-implementation-pros-cons
Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. In Springer texts in education. https://doi.org/10.1007/978-3-030-43620-9_32
Kunjiapu, S., Sinnappan, P., Salim, F. A. A., & Kunasegaran, M. (2025). Challenges and Dilemmas of Digitalization in Philippine Education: a Grassroots perspective. Journal of Public Administration and Governance 14(2). https://doi.org/10.5296/jpag.v14i2.22325
Landrum, B. (2020). Examining students’ confidence to learn online, self-regulation skills and perceptions of satisfaction and usefulness of online classes. Online Learning, v24 n3 p128-146. Retrieved from https://eric.ed.gov/?id=EJ1271797
Lee, N. A. A., Tazijan, F. N., Adam, A. F. M., Ikhsanudin, I., & Bakar, R. A. (2025). Comparative analysis of digital literacy and 21st-century skills among university graduates in Malaysia and Indonesia: The role of collaboration, critical thinking, communication, and creativity. Journal of Nusantara Studies 10(1). https://doi.org/10.24200/jonus.vol10iss1pp166-191
Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The Technological challenge facing Higher Education Professors: Perceptions of ICT tools for developing 21st century skills. Sustainability 12(13). https://doi.org/10.3390/su12135339
Linus, A. A., Aladesusi, G. A., Monsur, I. A., & Elizabeth, F. J. (2025). Perceived usefulness, ease of use, and intention to utilize online tools for learning among college of education students. Indonesian Journal of Multidisciplinary Research 5(1). https://doi.org/10.17509/ijomr.v5i1.81387
Lin, Y., & Yu, Z. (2023). Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education 20(34). https://doi.org/10.1186/s41239-023-00403-8
Luft, J. A., Jeong, S., Idsardi, R., & Gardner, G. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: An introduction for new biology education researchers. CBE—Life Sciences Education. 21(3). https://doi.org/10.1187/cbe.21-05-0134
Mahmud, M. M., & Wong, S. F. (2022). Digital age: The importance of 21st century skills among the undergraduates. Frontiers in Education, vol. 7. https://doi.org/10.3389/feduc.2022.950553
Mahmud, M. M., & Wong, S. F. (2022). Stakeholders’ perspectives of the Twenty-First Century skills. Frontiers in Education, vol. 7. https://doi.org/10.3389/feduc.2022.931488
Merrick, B. (2020). Changing mindset, perception, learning, and tradition: An adaptive teaching framework for teaching music online. International Journal on Innovations in Online Education. Retrieved from https://doi.org/10.1615/intjinnovonlineedu.2020035150
Mutohhari, F., Sutiman, S., Nurtanto, M., Nur, K., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education (IJERE) 10(4). http://doi.org/10.11591/ijere.v10i4.22028
Oluwagbohunmi, M. F., & Alonge, R. A. (2023). 21st century skills and its applicability to social studies. Asian Journal of Education and Social Studies 41(3). https://doi.org/10.9734/ajess/2023/v41i3896
Önür, Z., & Kozi̇Koğlu, İ. (2020). Ortaokul Öğrencilerinin 21. Yüzyıl Öğrenme Becerileri ile Eğitim Teknolojisi Yeterlikleri Arasındaki İlişki. Kuramsal Eğitimbilim. Journal of Theoretical Educational Sciences 13(1). https://doi.org/10.30831/akukeg.535491
Ortiz-López, A., Sánchez-Prieto, J. C., & Olmos-Migueláñez, S. (2024). Perceived usefulness of mobile devices in assessment: a comparative study of three technology acceptance models using PLS-SEM. Journal of New Approaches in Educational Research 13(2). https://doi.org/10.1007/s44322-023-00001-6
Pica, E., Ross, D., & Pozzulo, J. (2024). The impact of technology on the Criminal Justice System: A psychological Overview. Routledge. Retrieved from https://www.routledge.com/The-Impact-of-Technology-on-the-Criminal-Justice-System-A-Psychological-Overview/Pica-Ross-Pozzulo/p/book/9781032345659?utm_source=chatgpt.com
Ramaila, S., & Molwele, A. J. (2022). The role of technology integration in the development of 21st century skills and competencies in life sciences teaching and learning. International Journal of Higher Education, v11 n5. https://doi.org/10.5430/ijhe.v11n5p9
Reyes, C. C., Orong, M. J. T., Padao, M. P., Jr., & Pendang, C. E. (2025). Unveiling the dimensions of cybercrime victimization: An exploratory factor analysis. International Journal of Research and Innovation in Social Science, 9(7), 315–327. https://doi.org/10.47772/IJRISS.2025.90700023
Robinson, J. R. (2024). Predictability of rural teachers’ 21st century digital skills based on their perception of technology. Grand Canyon University ProQuest Dissertations & Theses. Retrieved from https://www.proquest.com/docview/3063990185
Signh, S. B. (2020). Criminology at the University of KwaZulu-Natal: Late 20th century to early 21st century. Sabinet African Journals 33(2). Retrieved from https://journals.co.za/doi/abs/10.10520/ejc-crim-v33-n2-a7
Simkus, J. (2023). Simple random sampling method: Definition & example. Simply Psychology. Retrieved from https://www.simplypsychology.org/simple-random-sampling.html
St. Louis, A. T., Thompson, P., Sulak, T. N., Harvill, M. L., & Moore, M. E. (2021). Infusing 21st-century skill development into the undergraduate curriculum: The formation of the iBEARS network. JMBE Journal of Microbiology and Biology Education 22(2). Retrieved from https://journals.asm.org/doi/full/10.1128/jmbe.00180-21
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., Hayek, S. E., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: assessment, certification, and promotion of 21st-century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Umanah, E. A., Etti, W. C., & Sunday, D. U. (2024). Implications of emerging technologies on social behaviour and crime control in the 21st century. African - British Journals. https://abjournals.org/ajafs/wpcontent/uploads/sites/21/journal/published_paper/volume-4/issue3/JARMS
Ubaidillah, N. Z., Baharuddin, N. N., Kasil, N., & Ismail, F. (2020). Students’ perception of the use of technology in education. Environment-Behaviour Proceedings Journal, 5(15), 117–122. https://doi.org/10.21834/ebpj.v5i15.2374
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science 46(2). https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly 27(3). https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems 17(3). https://doi.org/10.17705/1jais.00428
Worthington, A. K. (2021). Technology acceptance model. Pressbooks. Retrieved from https://ua.pressbooks.pub/persuasiontheoryinaction/chapter/technology-acceptance
Yilmaz, A. (2021). The effect of technology integration in education on prospective teachers' critical and creative thinking, multidimensional 21st century skills and academic achievements. Participatory Educational Research 8(2). https://doi.org/10.17275/per.21.35.8.2
DOI: http://dx.doi.org/10.46827/ejsss.v12i4.2292
Copyright (c) 2026 Ismaelaneta Jane P. Cabiente, Angel Mae C. Pedregosa, Chivaune Christiana Y. Pino, Cherryfe E. Pendang
This work is licensed under a Creative Commons Attribution 4.0 International License.
The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.
Copyright © 2016 - 2026. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.
