The Relationship Between 21st Century Skills and Lifelong Learning Tendencies of Turkish Language Instructors for Foreigners

Year 2025, Issue: 65, 103 - 122, 19.09.2025

Cemil Torun , Nurşat Biçer

https://doi.org/10.9779/pauefd.1491265

Abstract

This study was conducted using a correlational model to determine the relationship between 21st-century skills and lifelong learning tendencies among instructors who teach Turkish as a foreign language. The sample of the study consisted of 219 instructors who teach Turkish to foreigners both in Turkey and abroad. The data collection instruments were digitized and administered online to voluntary participants. SPSS 22 software was used to analyze the data. Statistical analyses were performed using an independent samples t-test, one-way MANOVA, correlation analysis, and regression analysis. The results revealed a positive and significant relationship between instructors' 21st-century skills and their lifelong learning tendencies. In addition, 21st-century skills were found to significantly predict lifelong learning tendencies. A significant gender-based difference was observed in favor of female instructors regarding 21st-century skills, while no significant difference was found concerning educational status. Similarly, female instructors showed significantly higher lifelong learning tendencies, whereas educational status did not yield a significant difference. The findings of the study may contribute to the improvement of instructor policies and educational content, such as certification programs, in institutions that teach the Turkish language to foreigners. It may also contribute to the competencies expected of instructors.

Keywords

Turkish as a foreign language teaching , Lifelong learning , Teacher training , Self-efficacy , Correlational survey

Ethical Statement

This study was conducted with permission obtained by the Amasya University Social Sciences Ethics Committee’s decision dated 05/10/2022 and numbered E-30640013-108.01-94711.

Yabancılara Türkçe Öğreticilerinin 21. Yüzyıl Becerileri ile Yaşam Boyu Öğrenme Eğilimleri Arasındaki İlişki

Abstract

Bu araştırma, Türkçeyi yabancı dil olarak öğreten öğreticilerin 21. yüzyıl becerileri ile yaşam boyu öğrenme eğilimleri arasındaki ilişkiyi belirlemek amacıyla ilişkisel tarama deseninde yürütülmüştür. Araştırmanın örneklemini yurt içinde ve yurt dışında görev yapan toplam 219 yabancılara Türkçe öğreticisi oluşturmaktadır. Araştırmada kullanılan veri toplama araçları dijital ortama aktarılmış ve gönüllülük esasın dayalı olarak çevrim içi ortamda katılımcılara uygulanmıştır. Verilerin analizinde SPSS 22 programı kullanılmıştır. İstatistiksel analizler bağımsız örneklem t-testi, tek yönlü MANOVA analizi, korelasyon analizi ve regresyon analizi işlemleri kullanılarak yapılmıştır. Araştırma sonucunda, yabancılara Türkçe öğreticilerinin 21. yüzyıl becerileri ile yaşam boyu öğrenme eğilimleri arasında pozitif yönlü ve anlamlı bir ilişkinin olduğu tespit edilmiştir. Bununla birlikte 21. yüzyıl becerilerinin yaşam boyu öğrenmeyi anlamlı bir şekilde yordadığı ortaya çıkmıştır. Ayrıca 21. yüzyıl becerilerinde cinsiyet değişkeni açısından kadın öğreticiler lehine anlamlı bir farklılık tespit edilirken, öğrenim durumu değişkeni açısından anlamlı farklılıklar tespit edilmemiştir. Yaşam boyu öğrenme eğilimlerinde ise cinsiyet değişkeni açısından kadın öğreticiler lehine anlamlı bir farklılığın olduğu, öğrenim durumu değişkeni açısından ise anlamlı farklılıkların olmadığı görülmüştür. Araştırma sonucunda ortaya çıkan bulgular, yabancılara Türkçe öğretimini gerçekleştiren kurumların öğretici politikalarının ve sertifika programları gibi eğitim içeriklerinin iyileştirilmesine katkı sunabilir. Ayrıca öğreticilerin sahip olması beklenilen yeterlilikler konusunda katkı sağlayabilir.

Keywords

Yabancılara Türkçe öğretimi , Hayat boyu öğrenme , Öğretmen yetiştirme , Öz yeterlilik , İlişkisel tarama

Ethical Statement

Bu araştırma, Amasya Üniversitesi Sosyal Bilimler Etik Kurulunun 05/10/2022 tarihli E-30640013-108.01-94711 sayılı kararı ile alınan izinle yürütülmüştür.

References

• Abbak, Y. (2018). Investigation of teachers' lifelong learning competencies and innovation levels [Master's thesis, Erciyes University]. National Thesis Center.
• Aksüt, S. (2023). Investigation of the relationship between social studies pre-service teachers' 21st century skills self-efficacy perceptions and lifelong learning tendencies [Doctoral dissertation, Fırat University]. National Thesis Center.
• Altın, S. (2018). Investigation of secondary school teachers' lifelong learning tendencies [Master's thesis, Bülent Ecevit University]. National Thesis Center.
• Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). Development of the 21st century skills self-efficacy perception scale for pre-service teachers: A validity and reliability study. Pamukkale University Journal of Education, 40(40), 160-175.
• Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learnes in OECD countries. OECD Education Working Papers no.14, OECD Publishing. http://dx.doi.org/10.1787/218525261154
• Asa, Z. (2022). The relationship between school principals' 21st century skills levels and school climate [Master's thesis, Kütahya Dumlupınar University]. National Thesis Center.
• Ayaz, C. (2016). Investigation of teachers' lifelong learning tendencies in terms of some variables (The case of Mardin province) [Master's thesis, Bartın University]. National Thesis Center.
• Ayçiçek, B., & Yanpar-Yelken, T. (2016). Investigation of lifelong learning competencies and lifelong learning habits of academic staff in education faculties. Mersin University Journal of Education, 12(3), 872-884. https://doi.org/10.17860/mersinefd.282387
• Ayra, M. (2015). The relationship between teachers' lifelong learning tendencies and professional self-efficacy beliefs [Master's thesis, Amasya University]. National Thesis Center.
• Bakar, M. H. D. (2020). The effect of social studies pre-service teachers' 21st century skills on their democratic tendencies (The case of Nevşehir province) [Master's thesis, Nevşehir Hacı Bektaş Veli University]. National Thesis Center.
• Balcı, A. (2021). Research in social sciences: Method, technique, and principles. Pegem Akademi.
• Çınar, F. S. (2019). Investigation of middle school teachers' perceptions and views on 21st century skills (The case of Çorum province) [Master's thesis, Kafkas University]. National Thesis Center.
• Demirel, A. (2022). Investigation of high school mathematics teachers' 21st century skills self-efficacy perceptions according to different variables (The case of Çankaya district, Ankara province) [Master's thesis, Gazi University]. National Thesis Center.
• Elekoğlu, A. (2022). Investigation of the relationship between middle school teachers' 21st century skills and individual career management perceptions [Master's thesis, Zonguldak Bülent Ecevit University]. National Thesis Center.
• Erdemir, N., Bakırcı, H., & Eyduran, E. (2009). Determination of pre-service teachers' self-confidence in using technology in education. Turkish Journal of Science, 6(3), 99-108.
• Erdoğan, D. (2020). Investigation of the relationship between Turkish pre-service teachers' 21st century skills and lifelong learning tendencies [Master's thesis, Zonguldak Bülent Ecevit University]. National Thesis Center.
• Ersoy, A., & Yılmaz, B. (2009). Lifelong learning and public libraries in Turkey. Turkish Librarianship, 23(4), 803-834.
• Eryılmaz, S., & Uluyol, Ç. (2015). Evaluation of the FATİH project in light of 21st century skills. Gazi University Journal of Education, 2(35), 209-229.
• Güçlü, M. (2020). The importance and basic features of lifelong learning. In M. Güçlü (Ed.), Adult education and lifelong learning (2nd ed., pp. 124-131). Pegem Akademi.
• Gündüz, A. Y. (2023). The importance of investigating students’ lifelong learning levels and perceptions of 21st-century skills. International e-Journal of Educational Studies, 7(15), 788-796. https://doi.org/10.31458/iejes.1346220
• Gür-Erdoğan, D., & Arsal, Z. (2016). Development of the lifelong learning tendency scale (LLTS). Sakarya University Journal of Education, 6(1), 114-122.
• International Society for Technology in Education. (2007). The national educational technology standards and performance indicators for students. ISTE. https://courses.edtechleaders.org/documents/NETSAdminTeachers.pdf
• İncik-Yalçın, E. (2020). Investigation of the relationship between teachers' lifelong learning tendencies and 21st century teaching skills. Bolu Abant Izzet Baysal University Journal of Education Faculty, 20(2), 1099-1112.
• Jondeau E., & Rockinger M. (2003). Conditional volatility, skewness, and kurtosis: Existence, persistence, and comovements. Journal of Economic Dynamics & Control, 27, 1699 – 1737.
• Karaman, D., & Aydoğmuş, U. (2018). University students’ lifelong learning tendencies: An application in Uşak University Eşme Vocational School. Nevşehir Hacı Bektaş Veli University Journal of Social Sciences, 8(1), 23-44. https://doi.org/10.30783/nevsosbilen.357554
• Karasar, N. (2023). Scientific research method. Nobel Akademi.
• Korkmaz, Ç. (2019). The relationship between primary school teachers’ lifelong learning tendencies and their life and 21st century teaching skills levels [Master's thesis, Afyon Kocatepe University]. National Thesis Center.
• Kozikoğlu İ., & Altunova N. (2018). The predictive power of pre-service teachers’ 21st century skills self-efficacy perceptions on their lifelong learning tendencies. Journal of Higher Education and Science, 8(3), 522-531.
• Lala, Ö. (2021). Investigation of the relationship between teachers' professional values and lifelong learning tendencies [Doctoral dissertation, Dicle University]. National Thesis Center.
• Larson, L. C., & Miller, T. N. (2011). 21st century skills: prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123. https://www.tandfonline.com/doi/abs/10.1080/00228958.2011.10516575
• Lemke, C., Coughlin, E., Thadani, V., & Martin, C. (2002). EnGauge 21st century skills: literacy in the digital age. Naperville, IL: North Central Regional Education Laboratory. htpp://www.ncrel.org/engauge/skills/skills.htm
• Mawas, N. E., & Muntean, C. H. (2018). Supporting lifelong learning through development of 21st century skills. 10th International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. HAL Id: ⟨hal-02250150⟩ https://hal.science/hal-02250150/
• Melville, W., Hardy, I., & Roy, M. (2019) Struggling to ‘see the big picture’: Professional learning, policy and precarious employment, Teacher Development, 23(4), 407-424, https://doi.org/10.1080/13664530.2019.1620847
• Murat, A. (2018). Investigation of science pre-service teachers' 21st century skills self-efficacy perceptions and attitudes towards STEM [Master's thesis, Fırat University]. National Thesis Center.
• Organization for Economic Cooperation and Development. (2005). The definition and selection of key competencies: Executive summary. Paris, France: OECD. https://one.oecd.org/document/EDU/EDPC/ECEC/RD(2010)26/en/pdf
• Özer, M. (2021). Investigation of the relationship between primary school teachers' 21st century skills self-efficacy perceptions and digital literacy levels [Master's thesis, Fırat University]. National Thesis Center.
• Özdemir, Ü. (2022). Investigation of the relationship between lifelong learning tendencies and 21st century skills self-efficacy perception levels of teachers working in secondary education institutions (The case of Sakarya) [Master's thesis, Sakarya University]. National Thesis Center.
• Partnership for 21st Century Skills, (2019). Framework for 21st century learning, brief, http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
• Settaşı, O. (2022). Investigation of the relationship between teachers' epistemological beliefs about learning and lifelong learning tendencies (The case of Akyazı) [Master's thesis, Sakarya University]. National Thesis Center.
• Soruklu, E. (2022). Investigation of pre-service teachers' 21st century skills and lifelong learning tendencies [Master's thesis, Ondokuz Mayıs University]. National Thesis Center.
• Strang, D. R. (2017). 21st century skills for lifelong learning. In Re-thinking teacher professional education: Using research findings for better learning. 61st World Assembly ICET 2017: Yearbook of teacher education (pp. 30-41). http://hdl.handle.net/11250/2601727
• Şenol-Ebren, Z. (2022). A research on the anxieties of language instructors who will teach Turkish as a foreign language. RumeliDE Journal of Language and Literature Studies, (27), 240-257. https://doi.org/10.29000/rumelide.1105571
• Tanatar, E. (2017). Investigation of the relationship between teachers' work values and lifelong learning tendencies [Master's thesis, Marmara University]. National Thesis Center.
• Tiryakioğlu, R. (2022). Investigation of the relationships between primary and middle school science and mathematics teachers' 21st century skills and new media literacy levels [Master's thesis, Ordu University]. National Thesis Center.
• Toptal, G. (2021). Investigation of Turkish pre-service teachers' 21st century skills self-efficacy perceptions in terms of various variables [Master's thesis, İnönü University]. National Thesis Center.
• Toptimur, Z. K. (2021). The effect of elementary and middle school administrators' instructional leadership behaviors on teachers' 21st century skills [Master's thesis, Kütahya Dumlupınar University]. National Thesis Center.
• Torun, B. (2020). Investigation of teachers' lifelong learning competencies and job satisfaction levels [Master's thesis, Maltepe University]. National Thesis Center.
• Tülgen, Ş. (2021). Investigation of school administrators' 21st century skills and technology leadership behaviors [Master's thesis, Karamanoğlu Mehmet Bey University]. National Thesis Center.
• Uçak, S., & Erdem H. H. (2020). "21st century skills and educational philosophy" in the context of a search for a new direction in education. Uşak University Journal of Educational Research, 6(1), 76-93.
• Yaman, F. (2014). Investigation of teachers' lifelong learning tendencies (The case of Diyarbakır province) [Master's thesis, Dicle University]. National Thesis Center.
• Yıldırım, Y. (2021). Investigation of the relationship between middle school teachers' lifelong learning levels and individual innovation levels [Master's thesis, İstanbul Sabahattin Zaim University]. National Thesis Center.