The predictive power of pre-service teachers’ 21st century skills on digital competencies

Kutluhan Çittir; Murat Alperen Aktaş; Mehmet Ali Şahin; İdris Aktaş; Hasan Baltacı

Makale detayları

The predictive power of pre-service teachers’ 21st century skills on digital competencies

Yazarlar:

Kutluhan Çittir | Murat Alperen Aktaş | Mehmet Ali Şahin | İdris Aktaş | Hasan Baltacı

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 74, pp.241-261

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001347420

pISSN:

2146-5983

Anahtar kelimeler:

Özet:

 This study aims to examine the predictive effect of pre-service teachers 21st-century skills on their digital competencies. The study was designed in a predictive correlational model. The sample of the study consisted of 1029 781 female, 248 male pre-service teachers. The data were collected through the Digital Competencies Scale, and the Multiple 21st Century Skills Scale consisting of five sub-dimensions: Information and technology literacy ITL, Entrepreneurship and innovation EI, Career awareness CA, Social responsibility and leadership SRL and Critical thinking and problem-solving CTPS. The data were analyzed with descriptive statistics and multiple linear regression. The results revealed that pre-service teachers had a very high level of perception in the CA and a high level in other dimensions and that 21st-century skills together explained 28 of the change in digital competence. The relative order of importance of 21st-century skills on digital competencies is as follows: ITL, EI, CA, SRL, and CTPS. The significance tests of the regression coefficients showed that while ITL, EI, and CA were significant predictors of digital competencies, SRL, and CTPS were not. To educate individuals equipped with the competencies required by age and to prepare them for life more strongly, the development of 21st-century skills such as ITL, EI, and CA should be emphasized primarily while gaining digital competencies in pre-service teachers.

 This study aims to examine the predictive effect of pre-service teachers 21st-century skills on their digital competencies. The study was designed in a predictive correlational model. The sample of the study consisted of 1029 781 female, 248 male pre-service teachers. The data were collected through the Digital Competencies Scale, and the Multiple 21st Century Skills Scale consisting of five sub-dimensions: Information and technology literacy ITL, Entrepreneurship and innovation EI, Career awareness CA, Social responsibility and leadership SRL and Critical thinking and problem-solving CTPS. The data were analyzed with descriptive statistics and multiple linear regression. The results revealed that pre-service teachers had a very high level of perception in the CA and a high level in other dimensions and that 21st-century skills together explained 28 of the change in digital competence. The relative order of importance of 21st-century skills on digital competencies is as follows: ITL, EI, CA, SRL, and CTPS. The significance tests of the regression coefficients showed that while ITL, EI, and CA were significant predictors of digital competencies, SRL, and CTPS were not. To educate individuals equipped with the competencies required by age and to prepare them for life more strongly, the development of 21st-century skills such as ITL, EI, and CA should be emphasized primarily while gaining digital competencies in pre-service teachers.

 This study aims to examine the predictive effect of pre-service teachers 21st-century skills on their digital competencies. The study was designed in a predictive correlational model. The sample of the study consisted of 1029 781 female, 248 male pre-service teachers. The data were collected through the Digital Competencies Scale, and the Multiple 21st Century Skills Scale consisting of five sub-dimensions: Information and technology literacy ITL, Entrepreneurship and innovation EI, Career awareness CA, Social responsibility and leadership SRL and Critical thinking and problem-solving CTPS. The data were analyzed with descriptive statistics and multiple linear regression. The results revealed that pre-service teachers had a very high level of perception in the CA and a high level in other dimensions and that 21st-century skills together explained 28 of the change in digital competence. The relative order of importance of 21st-century skills on digital competencies is as follows: ITL, EI, CA, SRL, and CTPS. The significance tests of the regression coefficients showed that while ITL, EI, and CA were significant predictors of digital competencies, SRL, and CTPS were not. To educate individuals equipped with the competencies required by age and to prepare them for life more strongly, the development of 21st-century skills such as ITL, EI, and CA should be emphasized primarily while gaining digital competencies in pre-service teachers.

 Bu çalışma, öğretmen adaylarının 21. yüzyıl becerilerinin dijital yeterlikleri üzerindeki yordayıcı etkisini incelemeyi amaçlamaktadır. Çalışma yordayıcı korelasyonel modelde tasarlanmıştır. Çalışmaya 1029 781 kadın, 248 erkek öğretmen adayı katılmıştır. Veri toplama aracı olarak bilgi  teknoloji okuryazarlığı BTO, girişimcilik  inovasyon Gİ, kariyer bilinci KB, sosyal sorumluluk  liderlik SSL ve eleştirel düşünme  problem çözme EDPC olmak üzere beş alt boyuttan oluşan Çoklu Boyutlu 21. Yüzyıl Becerileri Ölçeği ve Dijital Yeterlilikler Ölçeği kullanılmıştır. Toplanan veriler betimsel istatistikler ve çoklu lineer regresyon ile analiz edilmiştir. Bulgular; öğretmen adaylarının KB boyutunda çok yüksek, diğer boyutlarda yüksek algı düzeyine sahip olduklarını ve 21. yüzyıl becerilerinin birlikte dijital yeterlikteki değişimin 28ini açıkladığını ortaya koymuştur. 21. yüzyıl becerilerinin dijital yeterlikler üzerine göreli önem sırası BTO, Gİ, KB, SSL ve EDPC şeklindedir. Regresyon katsayılarının anlamlılık testleri göz önüne alındığında yordayıcı değişkenlerden BTO, Gİ ve KBnin dijital yeterliklerin istatistiksel olarak anlamlı birer yordayıcısı olduğu görülürken EDPC ve SSLnin anlamlı birer yordayıcısı olmadığı görülmüştür. Çağın gerektirdiği yeterliklerle donatılmış bireylerin yetiştirilebilmeleri ve onların hayata daha güçlü hazırlanabilmeleri için öğretmen adaylarına dijital yeterlikler kazandırılırken öncelikli olarak BTO, Gİ ve KB gibi 21. yüzyıl becerilerinin geliştirilmesi üzerine durulmalıdır.

Makale detayları

The predictive power of pre-service teachers’ 21st century skills on digital competencies

Yazarlar:

Kutluhan Çittir | Murat Alperen Aktaş | Mehmet Ali Şahin | İdris Aktaş | Hasan Baltacı

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 74, pp.241-261

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001347420

pISSN:

2146-5983

21st century skills

digital competencies

pre-service teachers

predictive effect21. yüzyıl becerileri

dijital yeterlik

öğretmen adayları

yordayıcı etki

Sayı

Makale detayları

Yazarlar: Kutluhan Çittir | Murat Alperen Aktaş | Mehmet Ali Şahin | İdris Aktaş | Hasan Baltacı

Yayıncı: Burdur Mehmet Akif Ersoy University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 74, pp.241-261

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001347420

pISSN: 2146-5983

Sayı

Yazarlar:

Kutluhan Çittir | Murat Alperen Aktaş | Mehmet Ali Şahin | İdris Aktaş | Hasan Baltacı

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 74, pp.241-261

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001347420

pISSN:

2146-5983