TEMEL EĞİTİM DÜZEYİNDE 21. YÜZYIL BECERİLERİNİN YENİLİKÇİ SEKTÖR VE DİĞER PAYDAŞLAR İLE KARŞILAŞTIRMALI ANALİZİ

Abstract

The study aims to compare the perspectives of teachers, school administrators, and academics in primary education on 21st-century skills with those of representatives from innovative sectors. Participants from a broad range of stakeholders, including civil society organizations and software companies, were included. Initially, the "21st Century Skills Awareness Scale" (21CSAS) was developed and applied to a group of primary school teachers. Following this, semi-structured interviews were conducted with a working group of 25 stakeholders to analyze their views on 21st-century ideals. Additionally, public statements from leaders in sectors like investment, human resources, and innovation, which have shaped perceptions of 21st-century skills, were analyzed. Findings indicate that classroom teachers have a high awareness of 21st-century skills, except for communication skills. There was a strong correlation among the sub-dimensions of the scale (e.g., communication, creativity). No significant difference was found between teachers' awareness levels and the classes they taught (p>0.05). However, a significant difference was found between teachers' awareness levels and their age (p<0.05), with those under 30 and between 30-40 having higher awareness than those over 40. The study also found inconsistencies in the perspectives on 21st-century skills among educational scientists and contradictions in stakeholders' views. Moreover, global actors' visions for 21st-century skills were found to be insufficiently sustainable. The primary conclusion is that a practical perspective on 21st-century skills has not yet been adequately developed within the educational community and among stakeholders in Turkey for transferring these skills to future generations.