Eğitim İnançları ve 21. Yüzyıl Yetkinlikleri Arasındaki Etkileşim

Year 2025, Volume: 14 Issue: 4, 1018 - 1034, 30.10.2025

Mehmet Fatih Döğer , Saim Akman

https://doi.org/10.14686/buefad.1687407

Abstract

The Interplay Between Educational Beliefs and 21st Century Competencies

Abstract

This study aims to compare teachers' philosophical beliefs about education and examine the relationship between these beliefs and their perceptions of 21st-century skills. The data were collected using the relational survey method through the "Educational Beliefs Scale" and the "Multidimensional 21st-Century Skills Scale." A total of 338 teachers were selected using purposive and convenience sampling methods, and the data were analyzed using independent samples t-tests, one-way ANOVA, and Pearson correlation coefficients. The findings reveal that teachers generally exhibit a tendency toward modern educational philosophies. However, it was found that younger teachers, those teaching at lower grade levels, those with higher education levels, and female teachers did not adopt modern and contemporary educational philosophies in their classrooms as much. Additionally, teachers who had received philosophy training were more likely to embrace 21st-century skills and modern educational philosophies. The research results suggest that educational institutions should design professional development programs to raise awareness of 21st-century skills and integrate modern educational philosophies into the curriculum. The study also emphasizes that teachers should be encouraged to blend traditional and student-centered approaches, while assessments and policies should align with critical thinking, creativity, and contemporary educational beliefs. This research holds a significant place in the literature, as it demonstrates that philosophical beliefs not only shape modern educational approaches but also play a crucial role in defining the qualities of the individuals that education aims to cultivate.

Keywords

21st century skills , education , educational beliefs , educational philosophy , philosophy

Ethical Statement

The ethical approval for this research was granted by the Research and Publication Ethics Committee of (Blinded) University, under decision number 2024/ (blinded). Participation in the study is entirely voluntary, with informed consent from all participants. Confidentiality and anonymity are ensured throughout the research process, with personal identifiers removed from transcripts and findings. Participants is informed of their right to withdraw from the study at any time.

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