In today’s rapidly evolving world, the global economy and job market increasingly demand a workforce equipped with 21st-century skills to address complex challenges and navigate jobs that may not yet exist. According to scholars, globalization, internationalization, and the rapid advancement of technology, particularly ICT, have reshaped societal and economic structures, driving the need for these skills. In knowledge-driven societies, there is a growing emphasis not only on factual knowledge but also on metacognitive skills, which enable individuals to adapt to shifting global demands. Employers increasingly stress the importance of soft skills for success in the workplace, and higher education must ensure that students are prepared to apply core knowledge in dynamic, real-world contexts. Digital learning environments play a critical role in developing these skills, providing new opportunities to engage with and apply complex concepts in a flexible, technology-driven setting. Building on this need, this study investigates the extent to which 21st-century skills are crucial for success in digital formal learning environments within higher education and explores how they can be effectively identified, clustered, and developed to enhance student outcomes.

The research methodology involves a systematic review of peer-reviewed academic literature, selecting studies that emphasize 21st-century skills within higher education and digital learning contexts. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this process proceeds through four stages—identification, screening, eligibility, and inclusion. Data collection draws from peer-reviewed academic sources, including empirical studies, theoretical frameworks, and policy recommendations, establishing a diverse and robust foundation for analysis.

The findings from the review are synthesized and analyzed qualitatively to identify core clusters of 21st-century skills and reveal patterns and relationships among them. Preliminary key findings from the systematic review reveal four primary clusters of 21st-century skills necessary for success in digital learning environments: Cognitive, Interpersonal, Intrapersonal, and Technological Competence. Cognitive skills, such as critical thinking, problem-solving, creativity, and information literacy, are identified as essential for navigating and synthesizing digital information. Interpersonal skills like communication, collaboration, and leadership are crucial for effective remote interactions. Intrapersonal skills, including adaptability, self-regulation, and resilience, enable students to manage their learning independently in digital environments. Finally, technological competence, encompassing digital literacy and advanced skills like data analytics and cybersecurity, is fundamental for students to fully engage with the increasing number of digital tools and platforms in academic and professional settings.

The study emphasizes the interconnected nature of 21st-century skills, highlighting the necessity of an integrated approach in higher education. By fostering these skills, higher education institutions can better prepare students to excel in both academic and professional arenas, meeting the demands of an ever-changing, technology-driven world.

Keywords: 21st-century skills, digital learning, higher education, digital literacy, cognitive skills, interpersonal skills, intrapersonal skills, technological competence.