IN-SERVICE ENGLISH TEACHERS’ BELIEFS ABOUT 21ST CENTURY SKILLS

This study explores how in-service English language teachers perceive and use the 21st-century learning and innovation skills in their classrooms. An explanatory sequential mixed-method design along with both qualitative and quantitative data collection methods were employed to gather comprehensive data. A total of 100 volunteer teachers completed ‘The 21st Century Teaching and Learning Survey (Ravitz, 2014)’ through convenience sampling, and 15 additional volunteers participated in semi-structured interviews. Quantitative data collected with 100 questionnaires and qualitative data obtained from 15 in-depth interviews were analysed. The findings indicated a clear gap: although teachers acknowledge the importance of 21st-century skills, insufficient in-service training limits their ability to apply these skills during English courses effectively. Consequently, the study highlights the need for focused professional development programmes to expand teachers’ understanding and strengthen their practical competencies.