Abstract

Education in the twenty-first century requires pedagogical innovations that combine critical thinking, creativity, collaboration, and communication (4C) with technology and cultural relevance. Blended Problem-Based Learning (Blended-PBL) enriched with ethnoscience has emerged as a promising framework to address this need. This study investigates the impact of a Blended-PBL model enriched with ethnoscience on middle-school students’ twenty-first-century skills in Indonesia. A mixed-methods approach was employed, involving 482 eighth-grade students and fifty teachers across diverse Indonesian provinces. Structural Equation Modeling (SEM) validated the relationships between the model and critical thinking, creativity, and communication skills. Pre- and post-tests assessed learning outcomes, complemented by qualitative thematic analysis of participant feedback. Significant improvements were observed in critical thinking (41%), creativity (34%), and communication skills (39%). Cultural integration and engagement emerged as key mediators of these outcomes. Implementation challenges, such as technological barriers in rural schools, were addressed through targeted teacher support and resource adaptations. The model’s effectiveness demonstrates the synergy of integrating ethnoscience with innovative pedagogical strategies to enhance culturally relevant learning experiences. Findings provide actionable insights for educators and policymakers on integrating twenty-first-century skills into culturally diverse curricula. This study makes a novel contribution by demonstrating how ethnoscience integration enhances Blended-PBL’s effectiveness in middle-school contexts, providing a culturally responsive framework for development of twenty-first-century skills.