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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 4

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

Ortaöğretim Öğretmenlerinin 21. Yüzyıl Öğrenen ve Öğreten Becerilerini Kullanma Durumuna Ilişkin Görüşleri

Hatice Yıldız(Sivas Cumhuriyet Üniversitesi)0000-0003-2365-6937
Aişe Gül Yildiz Poyraz(Sivas İl Milli Eğitim Müdürlüğü)0000-0002-7294-1673
Pages
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Publication Date
2026-08-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings: According to the results, high school teachers categorized 21st-century learning skills as "cognitive", "autonomous", "collaboration and flexibility", and "innovativeness" skills.

📌 3 Key Takeaways

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Objective & Hypothesis: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.
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Key Findings & Data:The study group consists of 35 teachers working in high school institutions, selected through maximum variation sampling.
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Conclusion & Impact:Findings: According to the results, high school teachers categorized 21st-century learning skills as "cognitive", "autonomous", "collaboration and flexibility", and "innovativeness" skills.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:21st-century learner skills · 21st-century teacher skills · High school teachers

Abstract

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.

Özet

Amaç: Bu araştırmanın amacı; ortaöğretim öğretmenlerinin 21. yy. öğrenen ve öğreten becerilerini kullanma durumlarına ilişkin görüşlerini belirlemektir . Yöntem: Araştırmada durum çalışması modeli kullanılmıştır. Araştırmanın çalışma grubu İç Anadolu Bölgesinde bir il merkezindeki ortaöğretim kurumlarında görev yapan ve maksimum çeşitlilik örnekleme yöntemiyle belirlenen 35 öğretmenden oluşmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin analizinde ise NVivo 14 programı kullanılarak içerik analizi ve betimsel analiz yapılmıştır. Bulgular: Ortaöğretim öğretmenleri 21. yy. öğrenen becerilerini “bilişsel”, “otonom”, işbirliği ve esneklik” ile “yenilikçilik” becerileri olarak sıralamıştır. Öğretmenler 21. yy. öğrenen becerilerine sahip olmanın kişiye duyuşsal, sosyal ve bilişsel alanda katkıları olduğunu ifade etmiştir. Öğretmenler 21. yy. öğreten becerilerinin ise bilişsel beceriler, okuryazarlık becerileri, sosyal, duyuşsal ve psikomotor becerilerden oluştuğunu düşünmektedir. 21. yy. öğreten becerilerine sahip olmanın kişiye katkıları konusunda ortaöğretim öğretmenleri bilişsel gelişime, duyuşsal gelişime ve sosyal gelişime katkı sağladığını ifade etmişlerdir. Öğretmenler öğrenen becerileri kullanımı artıkça öğreten becerileri kullanımının da arttığını vurgulamıştır. Sonuç: Bulgular, ortaöğretim öğretmenlerinin 21. yüzyıl öğrenen ve öğreten becerilerini, bireylerin bilişsel, duyuşsal ve sosyal gelişimlerini destekleyen çok boyutlu yeterlikler olarak algıladıklarını göstermektedir. Ayrıca sonuçlar, öğrenme ve öğretmenlik becerilerinin birbiriyle yakından ilişkili olduğunu ve öğrenme becerilerinin etkili kullanımının öğretmenlik becerilerinin geliştirilmesine ve kullanılmasına katkı sağladığını ortaya koymaktadır. Bu doğrultuda, öğretmenlerin 21. yüzyıl becerilerinin güçlendirilmesi, öğrencilerin bütüncül gelişimini ve 21. yüzyılın gerektirdiği değişimlere uyumunu destekleyen öğrenme ortamlarının oluşturulmasında önemli bir rol oynayabilir.

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Cite This Article

Yıldız, H., Poyraz, A. G. Y. (2026). High School Teachers’ Views On the Utilization of 21st Century Learner And Teacher Skills. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 4. https://doi.org/10.14686/buefad.1709824

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