Kong et al. (2014) suggest that learning 21st century skills should occur through interaction with daily activities and be applied as part of the educational process. Six research questions were identified in their review, which consisted of learners' achievement of 21st century skills, bridging the gap between curriculum and societal situations, maximizing learning opportunities, creating awareness of progress and by assessing 21st century skills (Kong et al., 2014). Lee and Hung (2012) focused on building a conceptualized pedagogical framework for 21st century learning. They proposed an educational framework for the development of students' dispositions, attitudes, skills and knowledge, focusing on five areas of learning. The five learning zones are the teaching zone, the practice zone, the interaction zone, the tinkering zone, and the metacognition zone. The big ideas of 21st century learning target the interactions between theory and practice, integrating the individual, the community, and learners who interact through reflective practice and the application of metacognition (Lee and Hung, 2012). Learning in the 21st century must be flexible and tailored to the individual in a personalized way.