Examining the Role of Teacher Education Institutions in Imparting 21st Century Skills: Perceptions of Male and Female In-service Teachers


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Teacher education, 21st century skills, acquired and required level skills


In the 21st century due to the large appearance of digital technology, the education system of the present time emphasizes the development of twenty-first-century skills among students so that they to be successful in their future careers and life. Literature exposed the varied nature of twenty-first-century skill frameworks which are considered as a key driver for success. The aims of this research project were to analyze the different skills frameworks and present a common skill framework and examine the gap between acquired and required levels of skills. In-service teachers’ opinions were collected by a self-developed questionnaire. Data analysis revealed that the mean score of both male and female in-service teachers on the required level of skills in terms of knowledge and proficiency was high as compared to acquired which shows a gap between acquired and required level of skills. Therefore, it was concluded that teacher education institutions are not playing a significant role in imparting 21st-century skills among students. The gap can be bridged if Higher Education Commission, Pakistan should integrate 21st-century skills into teachers' education curriculum and instruction. In this way, teacher educators would be able to impart knowledge and develop proficiency in required 21st-century skills among prospective teachers.