2026 ASEE Annual Conference & Exposition

The State of 21st-Century Skills in STEM Higher Education Institutions in Indonesia, the Philippines, and South Korea: An Exploratory Study Grounded in Kezar’s Change Framework

Presented at International Division (INTL) Technical Session 6: Intercultural Learning, Identity, and Student Experience

STEM higher education is critical for national and regional development in Asia, yet many engineering programs face challenges in preparing graduates for rapidly changing technological and workplace demands. This paper examines a key issue across higher education institutions (HEIs) in Indonesia, the Philippines, and South Korea: prevailing pedagogical approaches do not sufficiently support students’ development of 21st-century skills, broadly defined as competencies such as communication, collaboration, ethical reasoning, adaptability, and lifelong learning. To ground this analysis, we apply Kezar’s (2018) change framework and focus on the “context for change” to examine how social, political, and economic conditions, external environments, and institutional cultures shape reform possibilities in engineering education. Methodologically, we employ an exploratory research design using targeted document analysis of publicly available policies, curricula, and institutional materials from selected flagship universities in the three countries. We identify three recurring sub-issues that constrain 21st-century skill development: (1) limited education on responsible and ethical AI use, (2) insufficient pathways for meaningful industry experience during undergraduate study, and (3) limited opportunities to develop professional competencies such as ethics, communication, and teamwork. These patterns reflect both shared regional pressures (e.g., workforce expectations and accreditation influences) and context-specific constraints related to institutional resources and cultural norms. Based on these findings, we propose change-oriented recommendations for HEIs and stakeholders to strengthen AI governance education, expand and improve industry experience structures, and integrate professional skill development through intentional curricular design and faculty support. We also discuss practical pathways and potential barriers to enacting these reforms across diverse Asian higher education contexts.

Authors

Mr. Alfa Satya Putra http://orcid.org/0000-0003-0540-5819 Purdue University – West Lafayette (College of Engineering) [biography]

Alfa Satya Putra is a PhD candidate at School of Engineering Education at Purdue University. He has Bachelor's and Master's degree in Electrical and Computer Engineering from Purdue University. Before joining the PhD program, Alfa has served as a lecturer in Indonesia. Alfa is mainly interested in investigating the implementation of reflective activities in large classrooms and assessing how reflective activities affect student learning and academic performance.
Jiwon Lai Kim http://orcid.org/0000-0003-4209-0991 Purdue University – West Lafayette (College of Engineering) [biography]

Jiwon Kim is a Ph.D. student at the School of Engineering Education, Purdue University West Lafayette. She earned her M.Sc. in Informatics (emphasis in Human-Computer Interaction) and B.Sc. in Earth Science Education, both in Seoul National University. Her research interests include K-12 STEM education, quantum education for secondary school students, and curriculum development/evaluation. Currently participating in the IQ-PARC project with Dr. Muhsin Menekse, she is developing and evaluating quantum curricula for middle school students by collaborating with quantum experts and local middle school teachers.
Maxell Lumbera http://orcid.org/0009-0004-8668-4139 Purdue University – West Lafayette (College of Engineering); University of the Philippines Diliman, Institute of Civil Engineering [biography]

Maxell Pasia Lumbera is a PhD student at the School of Engineering Education at Purdue University, with more than a decade of experience as a faculty member in the University of the Philippines Diliman. He earned his M.S. and B.S. in Civil Engineering degrees from the same university. His research interests focus on student-centered learning and faculty development. He is currently studying the experiences of engineering instructors implementing student-centered learning practices in their classrooms.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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