21st-Century Skills in Israeli Post-Secondary Education: Predictors Among Students With and Without Learning Disabilities

This study examined self-reported 21st-century skill differences between students with learning disabilities (LD) and their typical peers and tested how personal, socioeconomic, and employment factors predict these skills in both groups. Differences in 21st-century skills between first-year and upper-year students within each group were also examined. Participants were 739 students who completed a demographic questionnaire and a three-part 21st-century skills measure covering cognitive, intrapersonal, and interpersonal domains. The findings showed significant skill gaps, with typical students scoring higher in most domains. Higher mother’s education and income were correlated with better skills in both groups; however, these correlations were stronger among typical students, suggesting that SES advantages may not fully compensate for the specific challenges associated with LD. Whereas typical students reported higher 21st-century skill levels in upper years than in the first year, students with LD did not show comparable differences, suggesting that higher education environments may not provide adequate support for developing these skills among students with LD. Overall, the results highlight persistent barriers for students with LD and underscore the need for tailored institutional interventions to promote 21st-century skills, thereby supporting social integration and employment.