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

Abstract

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.