High School Teachers’ Views On the Utilization of 21st Century Learner And Teacher Skills

Purpose: The aim of this study is to determine the views of high school teachers on their use of 21st-century learner and teacher skills. Method: A case study design was employed in the research. The study group consists of 35 teachers working in high school institutions, selected through maximum variation sampling. A semi-structured interview form developed by the researchers was used as the data collection tool. In the analysis of the data obtained, content analysis and descriptive analysis were performed using NVivo 15 software. Findings: According to the results, high school teachers categorized 21st-century learning skills as "cognitive", "autonomous", "collaboration and flexibility", and "innovativeness" skills. Teachers stated that possessing 21st-century learning skills contributes to individuals in affective, social, and cognitive domains. Additionally, they perceived 21st-century teacher skills as consisting of cognitive skills, literacy skills, and social, affective, and psychomotor skills. Regarding the benefits of possessing 21st-century teacher skills, teachers emphasized their contributions to cognitive, affective, and social development. Teachers also highlighted that the more learning skills are utilized, the more teaching skills are employed as well. Conclusion: The findings indicate that high school teachers perceive 21st-century learner and teacher skills as multidimensional competencies that support individuals’ cognitive, affective, and social development. The results also suggest that learner and teacher skills are closely interconnected, with the effective use of learning skills contributing to the development and utilization of teaching skills. Therefore, strengthening teachers’ 21st-century skills may play an important role in fostering learning environments that support students’ holistic development and adaptation to the demands of the 21st century.