Student Attitudes Towards Learning in the 21st Century

1. Introduction

In the 21st century, it is widely acknowledged that attitudes and values have a profound impact on one’s learning and development (Reeves, 2006). With the arrival of a more globalized and connected world, students today are exposed to a greater diversity of ideas and perspectives than ever before. As such, it is important for educators to be aware of the different factors that may influence their students’ attitudes and values in order to create a more positive learning environment.

One of the most significant changes in recent years has been the increased use of technology in education. In many countries, laptops and tablets are now being used in classrooms on a daily basis as part of the normal lesson (Fisher, 2014). This change has had a number of effects on attitudes towards learning. First, it has made information more accessible to students both inside and outside of the classroom. Second, it has allowed for a more individualized approach to learning, as students can now choose how they want to receive and process information. And finally, it has made learning more engaging and exciting for many students (Reeves, 2006).

Despite these advantages, there are also some concerns about the impact of technology on students’ attitudes. One worry is that too much focus on technology can lead to students becoming less social and more isolated from each other (Fisher, 2014). Another concern is that the use of technology can foster a sense of entitlement among young people, who expect everything to be handed to them without any effort on their part (Reeves, 2006).

2. Literature Review

There is a growing body of research on student attitudes towards learning in the 21st century. A number of studies have investigated the impact of technology on these attitudes, with mixed results. Some researchers have found that technology has had a positive impact on students’ motivation and engagement with learning (e.g., Dron & Anderson, 2007; Fisher, 2014; Reeves, 2006), while others have raised concerns about the effects of too much screen time on young people’s social skills and emotional well-being (e.g., Bergin & Rosenthal, 2010; Krasheninnikova & Greenfield, 2016).

Other studies have looked at different aspects of 21st century learning, such as collaborative learning and problem-based learning. These studies suggest that these approaches can lead to more positive attitudes towards learning, as they encourage active participation and allow students to see the relevance of what they are studying (e.g., Boud & Cohen, 1999; Hmelo-Silver & Dunlap, 2005).

3. Research Methodology

This study will use a quantitative approach to investigate student attitudes towards learning in the 21st century. A survey will be administered to a random sample of 100 students from a secondary school in Singapore. The survey will include questions about the students’ use of technology for learning, their preferred methods of learning, and their attitudes towards education in general. The data will be analysed using descriptive statistics and inferential techniques.

4. Findings and Discussion

The results of this study will be discussed in relation to the existing literature on student attitudes towards learning in the 21st century. implications for educators will also be outlined.

5. Conclusion

This study will provide insights into student attitudes towards learning in the 21st century. The findings will be useful for educators who are looking to create a more positive learning environment for their students.


There are a few reasons why students today might have different attitudes towards studying than in the past. One reason is that the world has become more fast-paced and competitive, so students feel like they need to achieve more in order to be successful. Another reason is that there are now more distractions and sources of entertainment available, so it can be harder for students to focus on their studies. Additionally, some research suggests that the way education is delivered has changed over time, becoming less engaging and inspiring for many students.

Technology has definitely changed the way that students learn and study. Students can now access information much more quickly and easily than in the past, which can make learning new things easier. However, technology can also be a distraction, making it harder for some students to focus on their studies. Additionally, technology has made cheating easier by giving students access to answers online or through text messaging.

This is a difficult question to answer definitively because people's values vary greatly. However, it seems safe to say that many people today do not value education as much as they did in the past because there are so many other competing demands on their time and attention. In addition, education can be expensive and often does not lead directly to employment, so some people view it as a waste of money.

Some of the challenges 21st century students face when it comes to studying include having too many distractions (e.g., social media, entertainment), not enough motivation, difficulty understanding course material due to changes in teaching methods/materials delivery, pressure to succeed from parents/peers/society at large, lack of time management skills/self-discipline .

educators encourage positive attitudes towards studying among their 1) by using engaging and interactive teaching methods; 2) providing opportunities for student collaboration; 3) making connections between course material and real-world applications; 4) offering flexible assessment options; 5) demonstrating care and concern for individual student success; 6) maintaining high expectations for all learners regardless of background or ability level.

In order to support 21st century learners, society could 1) provide more financial assistance for those pursuing education; 2) make educational institutions more accessible and welcoming to all types of learners; 3) create more opportunities for experiential learning; 4) promote the importance of lifelong learning; 5) value different types of intelligence and knowledge.