Abstract

This study investigates the perceived readiness and competence of teachers of English as a Foreign Language in Cyprus to develop students' 21st-century skills within the framework of the Theory of Planned Behavior. These skills, e.g., critical thinking, creativity, communication, collaboration, and digital literacy, are essential for navigating the modern world. This study has shown that despite the fact that all teachers support the claim that language teachers are particularly well-suited to help students develop these skills, only 65% of the surveyed teachers claim to fully understand what these skills are. The study further reveals that teachers consider the 4Cs (critical thinking, creativity, communication, and collaboration) along with problem-solving, decision-making and autonomy of learning as the most important skills. They also feel confident about developing their students’ communication and collaboration skills but feel less confident about developing other skills. The set of skills they feel the least confident about is digital literacies. This is arguably concerning given the importance of these skills in today’s world and the fact that students today, the so-called digital natives, are not as technologically-savvy as previously thought. This study has also revealed that there is a positive correlation between the importance ascribed to each skill and teachers' perceived ability to teach it. This indicates that targeted training emphasizing the relevance and application of these skills can enhance teachers' confidence and competence. By equipping teachers with the necessary skills and knowledge, students can be better prepared for the challenges of the 21st century.

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