21st-century Skills as Predictors of Pre-Service Teachers' Professional Qualifications: A Cross-Sectional Study

Abstract

This study aimed to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. 380 teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. These findings highlight the importance of teacher candidates acquiring 21st-century skills such as using information technologies to create modern learning environments, critical thinking, problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career awareness. It is concluded that teacher education programs should be redesigned to support teacher candidates in acquiring 21st-century skills and enhancing their professional competence