Cakrawala Pendidikan
Jurnal Ilmiah Pendidikan
Vol. 44 No. 3, October 2025, pp.539-556
https://journal.uny.ac.id/index.php/cp/issue/view/2958
DOI: https://doi.org/10.21831/cp.v44i3.83389

How 21st century skills can be taught: Design and implementation of
an undergraduate course for prospective teachers
Abdulkadir DurmuÅŸ*, Meral GÜVEN
Anadolu University, Turkey
*Corresponding Author: adurmus@anadolu.edu.tr
ABSTRACT
21st century skills constitute one of the most salient foci within contemporary educational discourse.
However, the persistent absence of a detailed and systematic curriculum addressing the pedagogy of these
skills remains a significant challenge for teacher education. Employing a mixed-methods study, this study
aims to develop and implement a course curriculum that focuses on teaching 21 st century skills to
prospective teachers. Data were rigorously collected through document and content analyses, semistructured interviews, and a pre- and post-administration of “The scale for identifying perceptions of having
21st century skills,” developed and validated to determine the significance of the difference. The study
encompasses three distinct phases: needs analysis process, design and piloting of the course, and
implementation of the developed course with prospective teachers. The study participants were 18
academicians affiliated with diverse faculties of education from various universities, and a total of 73 preservice teachers (56 for piloting and 17 for real implementation). The needs analysis conclusively indicated
a clear demand for such a course. Consequently, a modular-based undergraduate course was developed and
implemented over 28 weeks (14 weeks for the pilot and 14 weeks for the real implementation), aiming to
teach how to teach 21st century skills grounded in the principles of progressivism and constructivism. The
course delivery was structured around micro-teaching activities. Findings indicate that the course had a
positive impact on pre-service teachers’ awareness and perceived ability to teach 21st century skills,
highlighting the value of a dedicated, practical curriculum in teacher education.
Keywords: 21st century skills, teacher education, curriculum development, course design
Article history
Received:
15 February 2025

Revised:
12 May 2025

Accepted:
01 September 2025

Published:
03 October 2025

Citation (APA Style): DurmuÅŸ, A. (2025). How 21st century skills can be taught: Design and
implementation of an undergraduate course for prospective teachers. Cakrawala Pendidikan: Jurnal Ilmiah
Pendidikan, 44(3), pp. 539-556. DOI https://doi.org/10.21831/cp.v44i3.83389

INTRODUCTION
The primary function of education systems in 21st century has evolved to prepare all
individuals – as future employees, employers, and citizens – to fulfill their needs and adapt to the
contemporary world. The 21st century skills are posited as the key competencies that enable
young people to navigate the complexities of modern life effectively. These skills, which include
adaptation, non-routine problem-solving, systematic thinking, self-management and complex
communication and social skills, are considered significant primarily for the education systems
to promote (Martinez, 2022; Shadiev & Wang, 2022; Mishra & Rohit, 2017; Herde et al., 2016;
Koh et al., 2015; Brinkley et al, 2012; NRC, 2011).
Driven by such factors as globalization, internationalization, and shifts in economies and
labor markets, the increasing demand for 21st century skills at national and global levels have
made them a prevalent theme in educational discourse (Joynes et al., 2019). Those factors caused
another reality of demands for educational content and delivery as the needs of industrial societies
evolved to knowledge-based societies and collaborative and interactive learning environments
(Van Laar et al., 2020). Another factor that made those skills a core component for educational
contexts is the increasing need of empowered learners to become knowledge creator, innovative

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designer, digital thinker, creative communicator and global collaborator besides developing a
social and democratic citizenship (González-Pérez & Ramírez-Montoya, 2022; ISTE, 2016).
Having noticed the significance of them for their citizens, at least 102 countries started to include
21st century skills in various national documents such as vision/mission statements of institutions
and added them into curricula of their schools since 2016 (Joynes et al., 2019; Care et al., 2018;
Wrahatnolo & Munoto, 2018).
Table 1. 21st century skills frameworks
Name of the framework
P21 21st century Learning
Framework (P21, 2009)

Developers/supporters
P21- Partnership for
21st century Learning

EnGauge Framework from
Metiri/NCREL (2003)

Metiri Group and
NCREL

American Association of College
and Universities (AACU)
Framework (National Leadership
Council for Liberal Education and
America’s Promise, 2007)
European Reference Framework of
Key Competences for lifelong
learning (2018)

AACU

Definition and Selection of
Competencies (DeSeCo)

OECD

Framework for 21st century Skills
and Competencies (Ananiadoui and
Claro, 2009)

OECD

Assessment and Teaching of 21st
Century Skills (ATCS) (Griffin and
Care, 2015)
NRC Framework for K-12 Science
Education with deeper learning and
21st century skills (2012)

Cisco, Intel, and
Microsoft

EU

NRC

Skills
Learning and innovation: creativity and
innovation, critical thinking and
communication and cooperation skills;
Information, media and technology:
information literacy, media literacy and
ICT;
Life and career: flexibility and adaptability,
initiative and self-direction, social and
intercultural communication skills,
productivity and accountability, and
leadership and responsibility skills
Digital-Age Literacy; Inventive thinking;
Effective Communication; High
Productivity
Knowledge of Human Cultures and the
Physical and Natural World; Intellectual
and Practical Skills;
Personal and Social Responsibility;
Integrative Learning
Communication in the mother tongue
Communication in foreign languages
Mathematical competence and basic
competences in science and technology
Digital competence
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression
Use tools interactively (e.g. language,
technology)
Interact in heterogeneous groups
Act autonomously
Information; Information as source:
searching, selecting, evaluating and
organizing information; Information as
product: the restructuring and modelling of
information and the development of own
ideas (knowledge); Communication;
Effective communication; Collaboration
and virtual interaction; Ethics and social
impact; Social responsibility; Social impact
Knowledge; Skills; Attitudes; Values;
Ethics
Self-regulation; Executive functioning;
Complex communication; Cultural
sensitivity; Valuing diversity (p. 5-29).

Furthermore, these skills are often presented in frameworks proposed by various
researchers and organizations (Bravo et al., 2021; Erol, 2021; Dede, 2010; National Research
Council, 2008, 2012; Griffin & Care, 2015; Binkley, et al., 2012). The most popular 21st century
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skill frameworks in literature can be listed as the ones developed by the Partnership for 21st
Century Learning (P21), Metiri Group and NCREL, the American Association of Colleges and
Universities (AACU), the European Comission, the OECD, and National Research Council
(NRC) (Bravo et al., 2021; Erol, 2021; Dede, 2010; National Research Council, 2008, 2012). The
“ATC21S-Assessment and Teaching of 21st century Skills Project” supported by Cisco, Intel and
Microsoft is another framework for 21st century skills (Griffin & Care, 2015; Binkley, et al.,
2012). The above-mentioned frameworks of 21st century skills in literature are given in Table 1.
As clearly seen in Table 1, communication skills, information skills, digital skills, social
and civic skills, innovation and critical thinking skills, and values are among the most frequently
stated skills. As for the skills mentioned in other studies, critical thinking, problem-solving,
cooperation, collaboration, teamwork, communication, ICT literacy, social/cultural skills,
citizenship participation, creativity and ethics and values related skills are listed among the most
frequently referred skills in the frameworks in literature (Tight, 2021; Kennedy & Sundberg,
2020; Özçelik, 2019).
Despite the variety of frameworks, a group of researchers asserted the P21 framework as
the most widely referred one as it suits better in educational contexts (Erol, 2021; Van Laar et al.,
2020; Shafie et al., 2019; Anagün, et.al., 2016; Alismail & McGuire, 2015; Atalay, 2015; Soulé
& Warrick, 2015). The significance of critical thinking, problem solving, communication and
cooperation and ICT literacy for students besides school subjects led P21 develop the “P21
Framework for 21st century Learning” in 2009 as a comprehensive program. The updated version
of rainbow chart demonstrating the P21 framework is shown in Figure 1 (P21, 2019).

Figure 1. Final Version of P21 21st Century Learning Framework (P21, 2019)
P21’s first group of 21st-century skills includes learning and innovation skills, such as
creativity, critical thinking, communication, and cooperation. Information, media, and technology
skills/digital literacy address information, media, and ICT literacy. The third group, life and career
skills, includes flexibility, adaptability, initiative, self-direction, social and intercultural
communication, productivity, accountability, and leadership. These skills are integrated into the
teaching of reading, writing, and mathematics, as well as 21st-century themes like English, world
languages, art, economics, science, geography, history, government, and civics. Besides, global
awareness, financial, economic, commercial, entrepreneurial, civic, health and environmental
literacies are prioritized as well (P21, 2019, 2015; Triling & Fadel, 2009). Standards and
assessments, curriculum and instruction, professional development and learning environments are
addressed as critical elements for the effective acquisition of 21st century skills and are called
support systems (P21, 2019, 2015; Griffin & Care, 2015; Trilling & Fadel, 2009).
Standards and assessments focus on content knowledge, interdisciplinary themes, highquality standardized testing, everyday learning through feedback, and 21st-century skills
competency. Curriculum and instruction teach 21st-century skills through interdisciplinary
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themes, innovative learning methods, supportive technologies, and community-school
integration. Professional development centers on teachers addressing new insights, projectoriented teaching, problem-solving, critical thinking, and identifying learner characteristics.
Learning environments create suitable physical settings for acquiring 21st-century skills through
real-world contexts, architectural design, and facilitating face-to-face and online learning (P21,
2009).
Despite the emphasis on significance of 21st century literature, an independent course
curriculum focusing on teaching how to teach them remains as a need as the previous research
seems to lack it apart from some project-based suggestions on how to include 21st century skills
into the curriculum (Martinez, 2022; Pearlman, 2010; McTighe & Seif, 2010). Examining the
studies on 21st century skills, most of the studies were found to focus on just one or a few aspects
of the skills. Definition and review of the skills (Kain etal., 2024; Karaca-Atik et al., 2023; Pahmi
et al., 2022), studies on perceptions towards 21st century skills (Erol, 2021; Anagün et al., 2016;
Göksün & Kurt, 2017; Bozkurt & Coşkun, 2018; Gömleksiz et al., 2019), digital literacy
(Karakoyun, 2014) and learning and innovation (Atalay, 2015) and creative skills (Dilekçi &
Karatay, 2021) were the scopes of some studies. As for some other studies worth mentioning,
Anwar and Umam (2023) focused on the implementation of 21st century independent learning
curriculum in their study and found out that incorporating 21st century skills into curriculum
supported students’ learner autonomy, collaboration skills, and critical and creative thinking
skills. In another study, St. Louis et.al (2021) found out that utilizing 21st century skills in projectbased learning settings would help learners develop communication, collaboration, problem
solving and critical thinking skills.
Despite the paramount importance of 21st century skills for students, no comprehensive
and independent undergraduate course curriculum development study was discovered either in
Turkey or internationally that addresses the teaching of these skills. Consequently, following the
methodologies of curriculum development that commence with needs analysis, a course
specifically designed to instruct prospective teachers on how to effectively impart 21st century
skills was developed considering the following research questions outlined in this study: (1) Is
there any need for an undergraduate course aiming at teaching how to teach 21st century skills?
(2) What are the requisites for the development of an undergraduate course on teaching how to
teach 21st century skills? (3) What are the requisites for the implementation of the course to be
developed? (4) What is the impact of the developed course on prospective teachers?

METHOD
The mixed method research design was employed as the primary research model. In cases
where quantitative or qualitative research methods are not sufficient alone, the use of quantitative
and qualitative methods together can positively affect the validity and reliability results of the
data (Punch, 2014; Creswell, 2013; Yıldırım & Şimşek, 2013). In this study, the research was
conducted in four stages. The first two of these stages consisted of the need’s identification and
analysis stages. In the third stage, desk-based design and pilot implementation of the course
curriculum was carried out referring to the literature and the needs analysis. In the fourth stage,
the final version of the course program was implemented. In this stage, “The Scale for Identifying
Perceptions of Having 21st century skills” (Durmuş & Güven, 2023) developed within the scope
of the study was applied to the pre-service teachers as pre-test and post-test to see the effect of
the course on the pre-service teachers before and after the implementation. Research model of the
study is shown in Figure 2.
This study involved 18 teacher educators from five state universities and 73 sophomore
students studying at faculty of education at a state university in Türkiye. Academicians were
identified through snowball sampling which is a nonprobability sampling technique that allows
researchers reach the required information in a detailed way (Patton, 2014; Yıldırım & Şimşek,
2013). Prospective teachers were identified through convenience sampling that is also a
nonprobability technique. The number of participants and their roles in the data collection
procedure are presented in Table 2.
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Step 1 (needs
identification and
analysis
(Qualitative)

Literature
review

Document Analysis

Step 2
(needs identification and analysis)
(Qualitative)

Interviews with Academicians

Step 3
(Qualitative + quantitative)

Desk- based design & Piloting of
Course Curriculum

Step 4
(Qualitative + quantitative)

Implementation of
Course Curriculum

Figure 2. Research Model of the Study
Table 2. Participants of the study and their roles in the data collection process
Group
1.
2.
3.

Participant
Academicians
Prospective teachers
Prospective teachers

n
18
56
17

Type of participation
Participants of semi-structured interviews in needs analysis step
Participants of the pilot implementation
Participants in the actual implementation

Data were collected at a state university in Türkiye in the 2018-2019 and 2019-2020
academic years. Relevant national literature was reviewed to identify and analyze content
addressing 21st-century skills in the General Competencies for Teaching Profession and
Educational Sciences Basic Competencies in National Qualifications Framework for Turkish
Higher Education. European Credit Transfer and Accumulation System (ECTS) web pages of
Türkiye universities were visited to find courses directly related to 21st-century skills in education
faculties. The contents of these courses were examined. International literature was reviewed to
find courses directly related to teaching 21st-century skills for prospective teachers.
Semi structured interviews were developed and conducted with the academicians as
another part of needs identification to get their views on their understanding of 21st century skills,
existing situation of prospective teachers in terms of having 21st century skills and whether a
course on teaching how to teach 21st century skills was needed from their perspectives. Names
of participants were concealed using codes ACA+number for academicians and STU+number for
students. The interviews were audio recorded and meanwhile some important points were noted
down by the interviewer. The transcriptions were revisited by two experts filling in the
transcription control form and the consistency between them was calculated by the formula
suggested by Miles and Huberman (1994).
Considering the document analysis and scholarly perspectives, an instructional course
focused on acquiring 21st-century skills was developed. The desk-based design was based on
needs identification and previous research. A 12-week pilot implementation was tested in the fall
semester of 2019-2020. An expert observed the pilot and kept diaries. The researcher also kept
diaries for data revision. Semi-structured interviews were held with ten volunteering prospective
teachers. The other participants were asked to express their opinions on the course’s

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implementation through a feedback form. Data from diaries, interviews, and feedback forms was
used to revise and finalize the course for implementation.
Quantitative data of the study were collected through “The Scale for Identifying
Perceptions of Having 21st century skills” (Durmuş & Güven, 2023) which was developed within
the scope of this study as pretest and posttest during the actual implementation of the course. The
scale, employing a three-factor structure, comprised 19 items. Cronbach’s Alpha reliability
coefficients for the pretest and posttest were 0.90 and 0.91, respectively.
Besides, the course was implemented for 12 weeks in the spring semester of the 2019-2020
academic year. Due to the Covid-19 epidemic, the last six weeks were conducted online through
the university’s learning management system, utilizing Zoom®, Teamline®, and Whatsapp® for
live lessons, messaging, video chat, and group talks. Online lessons were recorded and shared on
YouTube®. Semi-structured interviews were conducted with ten volunteering teacher candidates
to evaluate the course after implementation. Researcher and observer diaries were maintained to
gather feedback during the pilot implementation.
Qualitative data obtained from document review, semi-structured interviews and diaries
were categorized into themes that were created in accordance with relevant literature and analyzed
through descriptive analysis. Yıldırım and Şimşek (2013) defined descriptive analysis as the
process of summarizing and interpreting data considering predetermined themes. Data gathered
from the themes were analyzed in terms of frequency of the inclusion of 21st century skills in the
teacher competencies of the MoNE, National Qualifications Framework for Higher Education
(NQF-HETR), and in the course contents of the teacher education programs. Whether the
statements found in the documents were related to the themes created were checked by two
experts from the field of curriculum and some of the statements were rematched with the themes.
Semi-structured interviews were analyzed through the inductive approach by using the
steps suggested by Thomas (2006). Accordingly, audio recordings were transcribed, analyzed in
terms of themes, and related themes were gathered. To guarantee the reliability of the process,
two experts in qualitative research independently verified the data by listening to the audio
recordings and reviewing the transcripts. The reliability was analyzed by applying the “Consensus
/ (Consensus + Disagreement) formula proposed by Miles and Huberman (1994) and was found
to meet Miles and Huberman criteria in terms of internal consistency and reliability.
Researcher and observer diaries kept during the pilot implementation were analyzed in
terms of frequency regarding the themes created for them. Besides, data gathered from the pretest and post-test findings were analyzed through Wilcoxon signed-ranks test, one of the
nonparametric statistics suggested for the samples lower than 30 (Karadavut, 2020; Mascha &
Vetter, 2018; Büyüköztürk, 2016), to find out the significance of difference.
This study was developed from the doctoral dissertation of the first author, titled “A course
design and its implementation for teacher candidates aiming at teaching of 21st century skills”
under the supervision of the second author. The research was carried out under the permission of
the ethics committee of the university and was supported by the university as a scientific research
project.

FINDINGS AND DISCUSSION
Findings
A need for an undergraduate course for teaching how to teach 21st century skills
First of all, the competency statements in the MoNE General Competencies for Teaching
Profession, National Qualifications Framework for Higher Education in Türkiye (NQF-HETR)
and in the courses considered to be related to 21st century skills were identified. Then, those
statements were gathered in a table referring to skills in P21’s framework. The P21 21st century
skills and their sub dimensions were utilized as themes in this section. Findings are shown in
Table 3.

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Table 3. Number of statements that include 21st century skills in teacher competencies,
NQF-HETR and ECTS pages of universities

MoNE Teach.
Comp. NQFHETR
Universities

Total
Number
of
statements

Creativity and
Innovation

Critical Thinking and
Problem Solving

Communication and
Collaboration

Literacy Information

Media Literacy

ICT Literacy

Flexibility and
Adaptability

Initiative and Selfdirection

Social and Crosscultural Skills

Productivity and
Accountability

Leadership and
Responsibility

Learning and
Innovation

21st century skills
Information
Media and
Life and Career
Technology
Literacy

MoNE Teach.
Comp.
NQF-HETR
UNI1
UNI2
UNI3
UNI4
UNI5
UNI6
UNI7
UNI8
UNI9
UNI10
UNI11
UNI12
UNI13
TOTAL
TOTAL

65

2

2

4

1

0

2

2

3

4

3

6

29

34
33
35
15
5
13
20
15
6
15
16
18
39
31

2
1
0
0
1
1
1
1
0
1
2
1
3
2
18

4
4
2
1
1
0
1
3
1
4
3
0
3
3
32
76

3
3
2
0
0
2
3
1
1
2
0
1
3
1
26

3
1
1
1
1
0
0
0
0
0
0
1
6
1
16

1
0
1
0
0
0
0
0
0
0
0
0
0
1
3
33

1
1
1
1
1
1
1
1
0
1
0
1
1
1
14

2
0
0
0
0
0
0
0
0
0
0
0
0
0
4

2
5
1
0
1
4
0
2
1
1
2
2
0
1
25

1
2
2
0
0
0
2
2
0
2
0
2
1
0
18
97

2
1
0
0
0
0
1
0
0
0
0
1
2
3
13

3
6
1
0
1
1
1
3
2
2
0
2
5
4
37

24
24
11
3
6
9
10
13
5
13
7
11
24
17
206
206

350

Total

A total of 350 competency statements were identified, with 206 pertaining to 21st century
skills. Life and career skills had the most statements (n=97), followed by leadership and
responsibility (n=37) and life and career skills (n=76). Critical thinking and problem-solving
skills had 32 statements, while media literacy had 3. These findings led to the development of a
course to teach 21st century skills. Approximately 59% of statements were related to 21st century
skills, supporting the rationale for a systematic curriculum to impart these skills.
Findings on semi-structured interviews conducted with academicians were analyzed in the
order of the questions asked. First of all, academicians were asked to state their opinions on how
much they knew about 21st century skills and to what extend they included 21st century skills in
their courses. All of the participants (n=18) stated that they had read at least two or three academic
articles on 21st century skills and were all aware of the significance of the skills. For example,
ACA1 stated his opinion as, “21st century skills are indispensable in today’s education systems.”
ACA5 stated his opinion as “they should be what we are responsible for thinking”. On the other
hand, ACA11 stated her opinion with some reservations as, “I know 21st century skills are quite
important but do we have those skills as teachers?” this question was another key point for the
rationale behind the present study.
As for to what extend they included 21st century skills in their courses, 14 of the
participants stated that they partially and spontaneously included 21st century skills in their
courses although they were not specified in course objectives. Three academicians stated that they
systematically included the skills both in course objectives and content. For example, ACA2
stated that he prioritized social skills in all of his lessons and focused on entrepreneurship,
collaboration and communication almost every time. ACA8 stated her opinions as, “Actually it
depends on the course. I don’t systematically focus on this or that skill but I try to have them take
initiatives, become independent learners, think critically and collaborate others and the most
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important become ethic citizens.” ACA6 stated her opinions as, “You know higher education
programs do not cover those skills enough. It is our own initiative to include them in our courses.
However, the teachers do not have enough knowledge on how to include them and which to
include. I feel myself lucky as I know about the skills and I try to focus on creativity and critical
thinking, problem solving skills, leadership skills, ethic values and certainly, the digital skills.” It
can be concluded from those findings that although academicians were aware of the necessity of
teaching 21st century skills to their students, a systematic content and approach to teach them
would be more comprehensive and supportive.
In addition, Academicians also gave their opinion on whether prospective teachers were
equipped with 21st century skills. Findings are presented in Table 4.
Table 4. Opinions of academicians on pre-service teachers' possession of 21st century skills
Pre-service teachers' possession of 21st century skills from the perspectives of academicians
They don't have
Partially have
They have
Total

f
8
8
1
17

As evident in Table 4, a significant portion of academics indicated that pre-service teachers
lacked or possessed only partial 21st century skills (n=8 for both groups). Notably, one participant
asserted that they possessed sufficient such skills. One of the participants expressed his opinions
as,
“I really can’t understand them sometimes. You know, when you look from away,
they seem like equipped with all those skills. They seem good with technology, they
seem express themselves well but when you talk a couple of words, you see they turn
out to be an illusion as being nothing. Can’t utter a couple of words correctly, can’t
defend their rights, and the most terrible they are over and over self-confident”
(ACA4).
This statement serves as the summary of the opinions of other academicians. Another academician
emphasized students’ partially having those skills as,
“The seem to have technology skills but just some basic skills. They are really
terrible at taking initiative and problem solving. They are all still spoon-fed kids of
their parents” (ACA9). The teacher who stated them to have 21st century skills
expressed her opinions as, “In fact they have those skills, they are equipped with
creativity and problem-solving skills for example. However, they don’t know how to
use them correctly” (ACA16)
Regarding the assessment of the necessity of a course designed to impart teaching
methodologies pertinent to the 21st century, twelve participants indicated a perceived demand for
such an educational program. Conversely, two academics expressed reservations and proposed
the integration of relevant activities within an existing course curriculum. Three additional
academics concurred that such a course was not deemed necessary. ACA5 stated his opinions as,
“If you can develop an applied and interdisciplinary course, it would be nice. We
need such a course but if you are going to develop a course similar to the existing
ones, namely, full of theory, it won’t have an impact. It should be practical, otherwise
no need.”
ACA3 stated her opinions as:
“There is definitely a need for such a course. I mean, this is an indisputable fact.
However, it needs to be very fine-tuned. It is important that it is practice-oriented
and brings different disciplines together in cooperation. For example, in our field,
whether it is life science teaching, social studies teaching, mathematics, science
teaching, it is important to ensure that children will acquire the skills required by
the program in the teaching and learning process as well as the teaching of this
course you will design.”
On the other hand, ACA14 stated his reservation on developing such a course as,
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“I don’t think solution is a new course. We always make the same mistake. Opening
a single course will not solve the problem alone. It will cause other teachers not to
focus on skills as there is a course of them. It might cause a resistance on students
towards the skills.”
Overall, results from document analysis and interviews revealed the paramount
significance of 21st century skills. However, both analyzed documents and interviews indicated
that these skills were not imparted systematically, and pre-service teachers lacked training in their
effective teaching methods for 21st century skills. Consequently, it was concluded that a
specialized course on teaching 21st century skills was necessary. Such a course would equip
future teachers with a comprehensive understanding of their own skills and provide them with the
necessary training to effectively teach 21st century skills to their students in the future. Therefore,
the design and development of a practical course addressing interdisciplinary content was deemed
essential to support teacher candidates in developing their own 21st century skills and acquiring
the knowledge and skills to effectively teach them to their students.
The requisites of design and implementation of the developed course; “Teaching of 21st
century skills”
Based on the findings of needs analysis, curriculum design approach was tailored primarily,
and “Teaching of 21st century skills” a student-centered course based on modular design
approach, following the principles of progressivist philosophy and constructivism was developed.
Modular approach allows teachers develop their contents suitable for various activities and
interdisciplinary themes (Ambayon, 2019; Nardo, 2017). Taking the suggestions of participant
academicians and experts in desk-based design, the course was decided to be structured withing
the principles of modular approach. Accordingly, a student-centered course consisting of 4
modules each of which has its own objectives, content, learning-teaching process and evaluation
was designed by following the stages similar to the ones of the SUPSKY curriculum design model
developed by Selvi et al. (2016) and Schooling by Design (SbD) Model by McTighe and Seif
(2010). SUPSKY curriculum design model has three main steps: planning, desk-based design,
evaluation, and development, and pilot experiment. After these stages, the curriculum is ready for
dissemination. As a bottom-up model, SbD shapes curriculum for teaching and learning of 21st
century skills within the light of five questions: 1) Does our school or district mission include
21st century skills? 2) What principles of learning will guide our educational practices? 3) How
will we design a coherent curriculum and assessment system to integrate 21st century outcomes?
4) How should we teach to achieve 21st century outcomes? 5) What policies, school structures,
and resource allocations are needed to support the development of 21st century outcomes?
(McTighe and Seif, 2010; p.150)
The course was designed in two-dimensional structure. The first dimension aimed to raise
consciousness of pre-service teachers on 21st century skills. The second dimension was to train
pre-service teachers on how to teach the skills. Both models have similarities in terms of
developmental steps, however, SbD Model particularly focuses on how to develop 21st century
skills of students. Therefore, the course was primarily structured based on the abovementioned
questions of SbD Model. Developmental steps and overall structure of the course are shown in
Figure 3.
The desk-based design of the course was sent to three experts who specialized in curriculum
development. Based on their suggestions, the design of the course was finalized for pilot
implementation. The course consisted of four modules with their own objectives and content
regarding the type of 21st century skill they will focus on. Skills in P21 Framework were taken
into consideration as this framework is among the mostly referred ones in literature.
The course was planned to have four overall objectives, and each module had its own
objectives. The overall objectives of the course were formulated as “at the end of the course,
prospective teachers will be able to (1) have at least basic knowledge about what 21st century
skills are, (2) employ 21st century skills in their daily routines, (3) teach 21st century skills to
their students, and (4) make reflections on their learning and teaching process.” The first module
of this course aimed to provide pre-service teachers with the necessary theoretical background
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Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, Vol. 44 No. 3, October 2025, pp.539-556

and basic knowledge about 21st century skills and the 21st century frameworks in literature in a
wholistic perspective. The second module focused on teaching learning and innovation skills. The
third module aimed at the teaching of information, media and technology literacy skills, and the
fourth module focused on teaching of Life and Career Skills.

Figure 4. The Development Steps and Structure of the Developed Course
As stated by Nieveen and Plomp (2018), “the character of twenty-first century skills is such
that learning can no longer be seen as the pure transfer of knowledge and skills, but it has to be
viewed as a process in which students actively develop their knowledge and skills.” Thus, The
course content was designed to actively build students’ skills through interdisciplinary, real-life
topics like global issues and cultural diversity, shaped by participant input. During the learningteaching process, lecturing, question-answer, discussion, case study, problem solving and
demonstration, simulation, all of the computer-assisted teaching methods and brainstorming, sixhat thinking technique, role playing, creative drama and analogies were used as appropriate. In
this process, the teacher (the researcher) tried to support the students as a guide and mentor in
structuring the new knowledge they acquired. The classroom environment was tried to be made
as flexible as possible, where students could express themselves easily and reveal their 21st
century skills.
Drawing from the course implementation, several guiding principles emerged for
effectively teaching 21st century skills. First, the course should be rooted in a constructivist
philosophy, allowing students to apply what they learn in meaningful ways. It should also be
learner-centered and encourage active participation. Flexibility in teaching strategies is essential,
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Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, Vol. 44 No. 3, October 2025, pp.539-556

enabling instructors to respond to classroom dynamics using a variety of methods. Importantly,
instructors must not only be skilled but also serve as role models in demonstrating these
competencies. To enhance learning, instruction should incorporate real-world examples, such as
case studies, stories, and multimedia, and accommodate diverse learning styles. Even theoretical
modules can be made engaging by integrating activities that align with students’ interests, like
online competitions or documentaries. For hands-on components like micro-teaching, it’s
important that activities are tailored to specific audiences and aligned with broader course
objectives. A strong feedback loop is vital: instructors should provide written feedback on lesson
plans before they are delivered and facilitate reflective discussions after each micro-teaching
session, ideally supported by video recordings. Finally, teaching these skills is most effective
when it connects to real-life topics and is supported by digital tools and platforms such as
Socrative, Projeqt, or TED-Ed.
As an effective teaching technique that enables pre-service teachers to transfer their
knowledge and skills into practice, micro-teaching was planned to be the main technique during
the implementation process. It helps teacher candidates gain experience by trying various skills,
improving their research skills, increasing their self-confidence, coping with stress, making
reflections and increase deeper knowledge on art of teaching (Ledger & Fischetti, 2019; Reddy,
2019; Elias, 2018; Güven, 2015). Pre-service teachers were asked to plan and apply microteaching activities on the targeted 21st century skill in the second, third and fourth modules of the
course.
In designing the assessment tools and processes for the course, emphasis was placed on
enabling prospective teachers to reflect on their own performance and ensuring that the evaluation
methods aligned with the course objectives. A variety of assessment techniques were incorporated
to enrich the evaluation process. Student performance was assessed using a combination of
process-based, performance-based, diagnostic, formative, and authentic approaches. To ensure
transparency and a well-rounded evaluation of competencies, students were informed about all
assessment components at the beginning of the course. The final grade was determined through a
balanced mix of project work, performance tasks, and written exams, with a key emphasis on
process-based assessment making up at least half of the total score. Each student was required to
compile a performance portfolio, which included lesson plans, self-assessment forms completed
after lessons, and reflection reports from micro-teaching sessions. Written exams were designed
to be contextually rich, featuring authentic texts, anecdotes, or case studies, and the questions
were crafted to encourage analysis that demonstrated mastery of 21st century skills. To maintain
objectivity and clarity, every assessment item was accompanied by a rubric developed from a
detailed table of specifications. Throughout the assessment process, the instructor played a
supportive role, acting as a mentor and guide to help students grow and develop their
competencies effectively.
The pilot implementation of the course spanned twelve weeks and was documented through
twelve researcher diaries and nine observer diaries. The researcher diaries primarily highlighted
areas such as student engagement, aspects needing improvement, micro-teaching practices,
lecture delivery, presentation quality, and instructional methodology. Observer diaries were
analyzed across three main themes: feedback, implementation, and content. Feedback-related
notes included suggestions on how to better guide students, manage time effectively, and address
theoretical components. Observations on implementation focused on skill development, microteaching activities, and promoting diversity in classroom practices. Content-related feedback
emphasized the structure of presentations and the teaching methods employed. All issues and
suggestions identified during this phase were promptly addressed and integrated into the final
version of the course for its actual implementation.
Semi-structured interviews conducted with the prospective teachers at the end of the pilot
implementation revealed that they did not have enough knowledge or awareness about 21st
century skills prior to the course. One of the participant students stated his opinion as,
“I remember reading about them once in a social media post, but I didn’t know this
much detail about them prior to the course” (STU3).

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Three prospective teachers interviewed stated they lacked knowledge of 21st-century skills
before the course. Two participants (STU5 and STU7) found the course beneficial, learning and
valuing the skills. All participants expressed awareness of the need to incorporate 21st-century
skills in their future lessons. When asked for suggestions, they all praised the course as almost
perfect. Five participants indicated they might not include 21st-century skills in their future
lessons without the program. The pilot implementation unveiled the points to be improved. The
program was revised and finalized for actual implementation. To illustrate, contents and time
allocations for some activities were revised. The actual implementation was conducted with 17
primary school teacher candidates and lasted 12 weeks. However, last six weeks had to be covered
online due to Covid-19 pandemic. To find out the impact of the designed course in terms of the
perceptions of candidate teachers, the Scale for Identifying Perceptions of Having 21st century
skills was applied as a pretest and posttest prior to and after the actual implementation of the
course. Findings are shown in Table 4.
Table 4. Pre-test and post-test means and standard deviations of skill groups
Pre-test
X̄
sd
3.72
0.50
3.71
0.41
4.06
0.66

21st century skills
Life and career skills
Information, media and technology skills
Learning and innovation skills

Post-test
X̄
sd
3.62
0.65
3.98
0.59
4.31
0.50

Note: N = 17

As seen in Table 4, pre-service teachers had perceptions of having skills well above the
average range limits (2.61-3.40) both in pre and post-test. However, the post-test mean score of
life and career skills was below the pre-test results. The highest mean value in both tests was
found in learning and innovation skills (pre-test: 4.06, post-test: 4.31) and the lowest mean value
was in life and career skills (pre-test: 3.72, post-test: 3.62). In order to determine the significance
of the difference between the pre-test and post-test findings, Wilcoxon signed-ranks test was
applied. The results of the Wilcoxon signed-rank test are presented in Table 5.
Table 5. Wilcoxon signed-rank test findings for the pre-test and post-test results
Post-test - Pre-test
Negative Ranks
Positive ranks
No difference
Total

N
7
9
1
17

Mean Rank
7.14
9.56

Rank Sum
50.00
86.00

z
-.933

p
.351

Note: p<0,05

Wilcoxon signed-rank test results showed no significant difference between pre- and posttest scores (z=-933, p=0.351). The high pre-test scores of the pre-service teachers likely
contributed to this. However, the post-test averages of 9 teachers were higher than the pre-test
averages. This suggests the course positively impacted pre-service teachers’ perceptions of 21stcentury skills. Lower post-test scores can also be considered a positive effect, reflecting students’
increased awareness and knowledge gained from the program.
Discussion
Findings of present study revealed that despite the significance of 21st century skills in
various official documents and in relevant literature, an independent course purely focusing on
how to teach them did not exist neither in Türkiye nor in other countries. Thus, designing a course
on teaching how to teach 21st century skills was considered a need, and constituted the basic
rationale for this study.
21st century skills are accepted to be significant teacher qualities that find their place in
teacher competencies in studies on professional development of teachers (Alan & Güven, 2022;
Petrunin, 2019), and teachers are recommended to develop themselves in 21st century skills and
use the skills in educational activities (Voinea, 2019; Faulkner & Latham, 2016). Teachers who
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will provide students with 21st century skills are expected to have those skills. As stated by Lamb,
Maire and Doecke (2017), despite the existence of diverse learning frameworks and suggestions
to integrate 21st century skills into their curricula, and the implementation of certain regulations
in teacher training and professional development to foster these essential skills, the empirical
evidence demonstrating a widespread and successful transformation of classroom practice and
assessment remains inconclusive. The significance of 21st-century skills in teacher competencies
specified by MoNE and the NQF-HETR has been emphasized, but no school system has been
developed to teach these skills. Therefore, the study found the need for an instructional course to
impart 21st-century skills. As a preliminary step, a course was developed to help prospective
teachers acquire or enhance their existing skills, followed by instruction on effective teaching
methods for imparting these skills.
Teachers teaching 21st-century skills should have knowledge and competence in these
skills, as evidenced from interviews with academics and opinions of pre-service teachers. As
stated by the Partnership for 21st century (2009), who designed the P21 framework, teachers
themselves need to have basic competencies in these skills to integrate them into the curriculum
and put them into practice through classroom implementations. Findings from the semi-structured
interviews conducted with academicians and pre-service teachers revealed that pre-service
teachers needed consciousness raising in 21st century skills. They were found to be weak
particularly in taking enough initiative, being creative, in critical thinking and problem solving.
These findings overlap with the findings of Lundeberg (2016) as he also stated that students were
not at the desired level in many 21st century skills. From this perspective, the course required a
theoretical background in 21st-century skills, so the first module focused on that. This aimed at
giving pre-service teachers in-depth knowledge about the skills they’d teach. The study’s findings
supported this, as the literature criticized the insufficient theoretical background and pedagogical
approaches in teaching 21st-century skills, especially in teacher education, suggesting an
inductive approach (Chalkiadaki, 2018; Häkkinen et.al., 2017). In addition, it is believed that an
education carried out from this perspective, as emphasized by Moyer (2016), will enable students
to learn skills in a more effective, practical and permanent way.
The course aimed to provide preservice teachers with skills suggested in P21 framework
(P21, 2005; 2009) including innovation, critical thinking, creativity, problem solving,
communication, collaboration, ICT literacy, flexibility, accountability, respect for different
cultures, lifelong learning and leadership skills and to make them become able to address them in
a flexible, user friendly and interdisciplinary course medium. The curriculum design models,
SUPSKY (Selvi, et al., 2016) and The School by Design model (Mctighe & Seif, 2010), used in
this study were found to be helpful for the acquisition of 21st century skills in terms of the
approach they addressed as they both are step by step, detailed and flexible. Moreover, the
objectives of the designed course aligned with the suggestions made by Siregar, Fauzati and
Marmanto (2020) as they suggested that 21st century-teacher education should focus on teaching
skills such as creativity, ICT literacy, communication and self-regulation more than the content.
21st century skills are strongly suggested to be taught in interdisciplinary learning
environments (Brassler & Dettmers, 2017; Lamb et al., 2017; Holzer, et.al, 2018). They can match
different subject areas. The designed course, based on interdisciplinary interaction, enables
teachers to use content from various subject areas, leading to collaboration and corporate with
other colleagues. Its modular and flexible structure provides pre-service teachers with different
simulations in different modules to teach 21st-century skills and apply them in any course with
the same objectives and outcomes. Preservice teachers transferred knowledge and outcomes from
other courses into micro-teaching activities during the course implementation.
Ledger and Fischetti (2019) found micro-teaching to be an effective diagnostic tool to
identify specific needs of pre-service teachers for making them ready for real-life conditions.
Including micro-teaching in the designed course was one of the positive aspects of it. Positive
opinions of almost all the preservice teachers on micro-teaching support this as well. It was
observed in the study that micro-teaching helped candidate teachers increase their teaching skills
practically and gain self-confidence particularly in terms of speaking or lecturing in front of
others. Findings of the research overlap with the findings of the studies conducted by Nasution
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et.al. (2023), and Karadağ and Akkaya (2013) as well. Both studies revealed that microteaching
had a positive impact on pre-service teachers, enhancing their confidence, experience, and
teaching methodology. This included lesson planning, effective teaching, communication, and
classroom management skills. Elias (2018) found out that micro-teaching helped professional
development of pre-service teachers in terms of designing, developing and promoting experiential
learning projects. As for the present study, the teacher candidates prepared their own contexts
referring to the 21st century skill they focused during the micro-teaching process. It is considered
to contribute to their prospective professional development in terms of the points stated by Elias
(2018).
The post-test scores showed a positive trend in all skill domains except life and career skills,
though no statistically significant difference was found. Both test averages exceeded the average
across all skill categories. However, pre-service teachers interviewed lacked comprehensive
knowledge of the skills before the course. The non-significant results can be attributed to the high
mean scores of both assessments. The high pretest scores may be due to pre-service teachers’
misconceptions about 21st-century skills. Lower post-test scores in life and career skills may be
due to their complexity. As teachers’ knowledge expanded, their awareness increased, leading
them to articulate their perspectives more effectively in the post-test. Findings of the study were
like the studies conducted by Arnandho and Sutheejariyawattana (2022), Suprapti, Nugroho &
Pembangunan (2021) and Ciğerci (2020), in terms of the increase in 21st century skills of the
teacher candidates after the implementation of various courses through online teacher education
program on self-directed learning, on flipped learning, and digital story telling. Deriving from the
findings from the literature and the present study, it can be said that the program fostered a positive
change in teacher candidates.
The unexpected COVID-19 pandemic forced researchers to take new actions during the
research process, and last six weeks of the study had to be conducted through distance education
from synchronous and asynchronous platforms. In fact, the study revealed that this problematic
period turned into an advantage in terms of witnessing the effective implementation of the course
and the ICT skills. Flexible structure of the program helped the distance education process to be
carried out smoothly. As stated by Coscullueala et.al. (2021), the more various learning
opportunities and tools were addressed the more successful such programs would be. The effect
of pandemic was also asked by the pre-service teachers in semi-structured interviews. They stated
that they had the opportunity to reinforce their information, media and technology skills in terms
of technological pedagogical skills in teaching of 21st century skills. This was like the findings
and suggestions of Kımav and Kürüm-Yapıcıoğlu (2021) and Shafie, Majid and Ismail (2019) in
terms of involving techno-pedagogical skills in development of 21st century skills. Ong and
Annamalai (2023) stated some of the 21st century skills such as creativity, communication,
critical thinking and collaboration as the missing part in techno-pedagogical curricula. The
distance education focused on not only ICT skills of the teacher candidates but also other 21st
century skills in a comprehensive approach having them apply the skills in their classes in a way
that they would overcome a common misbelief of perceiving 21st century skills just as digital
skills, and this aim can be said to be achieved.

CONCLUSION
In summary, based on the review of previous research and findings of the present study,
the current investigation indicates a pressing need for an independent course dedicated to the
instruction of 21st century skills for prospective teachers. This course would not only enhance
their ability to effectively impart these skills to their future students but also foster their awareness
of these skills and their practical application in both academic and non-academic settings. For all
those reasons the course named, “Teaching of 21st century skills” was developed. The course was
implemented with a limited group of students. Implementations with different groups and contents
will contribute to the improvement of the course in further studies. Moreover, the course can be
modified and applied to the teachers as an in-service training tool for helping them raise awareness
in terms of teaching 21st century skills in further studies.
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