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The research aimed to explore the inclusion level of the 21st century skills in the textbooks at intermediate stage in Saudi Arabia. The descriptive method has been adopted by using content analysis tool which was composed according to the partnership for 21st century learning framework and consisted of (7) skills and (62) sub-skills and applied to (10) stratified random samples drawn from (60) textbooks in ten curriculums. The findings revealed that the percentage of the 21st century skills included in all textbooks was (50%) with "average" level. The most included skill was Critical Thinking and Problem-Solving with (50%), followed by Communication, Information, & Media with (28%), Career & Self-Reliance Learning with (7%), Cooperation, Team Work, & Leadership with (6%), Computing & I.T with (5%), Creativity and Innovation with (4%), and Cross-Cultural Understanding with (1%). The findings also showed significant statistical differences at (α≤ 0.05) that attributed to textbook specialty variable among textbooks about the creativity and innovation skill in favor of Science textbook, and about critical thinking and problem-solving skill in favor of Math textbook, and about career & self-reliance learning skill in favor of Science textbook. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effect, of developing educational unit (chapter) based on 21st century skills in development of academic achievement and math self-esteem among sixth grade's students. The study adopted quasi -experimental approach, which utilized nonequivalent pretest and post- test control group design. The sample consisted of 32 sixth grade's students who divided into two groups; 15 students represent the experimental group, and 17 students represent the control group. The researchers used two data collection tools, which are; the achievement test, and the mathematical self- esteem scale. The study have found that there were statistically significant differences at the level of α≤0.05 between the scores of the experimental and control groups in the post-testing of both the achievement test and the self-esteem scale in favor of the experimental group.In light of the study results, the study provided number of recommendations, including: the development of mathematics curricula at the elementary level in the light of the 21st century skills. [ABSTRACT FROM AUTHOR]