Abstract

Conclusion. The GENICS model's structured yet flexible stages use differentiated learning ideas that exceed PBL for cognitive and non-cognitive skills. Complete 21st-century skill development is provided by the tiered system, especially the Combining and Sharing stages that encourage collaborative elaboration. Findings suggest curriculum designers should use differentiated models. Single-school and short interventions are drawbacks. Examine GENICS' effects on emotional intelligence, retention, and scalability in education. Study emphasizes systematic instructional design for mixed classes.

Keywords: 21st century skills, creative thinking, meta-skills, GENICS

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