مشروع البحث: Investigating Libyan EFL Teachers' Perceptions on Implementing 21st Century Skills in Public High Schools at Alasab'ah Town
تحميل...
المساهمين
الممولين
رقم التعريف
23-1
الباحث
مروان علي أحمد المنتصر
الوصف
Adopting 21st-century competencies in education has influenced EFL teaching worldwide. This study investigated Libyan EFL teachers' perceptions on implementing 21st-century skills (critical thinking and problem-solving, collaboration, communication, and creativity) in public high schools at Alasab'ah town, and the obstacles encountered when implementing these 4Cs skills. By adopting a mixed-methods design, the study involved a closed-ended questionnaire administered to thirty-three EFL high school teachers, and semi-structured interviews with seven teachers, for deeper qualitative insights. The data obtained from the quantitative phase were analyzed using descriptive statistics analysis, while thematic analysis was employed to analyze the qualitative data. The findings obtained from the questionnaire analysis reported that teachers demonstrated high awareness of the 4Cs, with communication being the most familiar skill followed by collaboration. However, critical thinking and creativity were perceived as less familiar skills. Moreover, teachers expressed positive perceptions regarding the significance of these skills. Nevertheless, the practical application of these skills remained moderate, and several related aspects received low ratings. Similarly, the findings from the interviews' analysis confirmed teachers' recognition of the significance of 21st-century skills. However, their understanding of the 4Cs varied. Specifically, teachers identified several obstacles that hinder the effective implementation of these skills, including insufficient professional development, lack of interactive instructional materials, and inappropriate classroom environments. Additional obstacles included large class sizes, time constraints, and limited access to technology. Moreover, teachers highlighted student-related obstacles such as low proficiency and difficulty engaging in higher-order thinking activities. They also emphasized the need for assessment methods that align with the implementation of these skills. This study contributes to the limited literature on 21st-century pedagogy in the Libyan context and underscores the necessity of improving teacher training, learning environments that enhance the integration of these skills, especially higher-order thinking skills, and providing better institutional support for EFL teachers. The findings also provide recommendations for policymakers and curriculum developers to develop EFL instruction by promoting deeper integration of 21st-century skills.
الكلمات الدالة
اللغة الأنجليزية