Attitudes of Pre-Service Teachers towards Teaching English to Young Learners to Improve their 21st Century Learning Skills

The aim of this study is to investigate pre-service teachers’ attitudes toward teaching English to young learners in order to enhance their 21st-century learning skills. The research employs a sequential explanatory mixed-methods design, incorporating both quantitative and qualitative data collection. The quantitative phase utilized the “21st Century Teacher Skills” scale (Orhan, Göksün & Kurt, 2017), comprising 27 items across five sub-dimensions: administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, and generative skills. The qualitative phase involved semi-structured interviews to provide deeper insights into pre-service teachers’ perspectives. Participants included 50 pre-service teachers enrolled in the Teaching English to Young Learners course at a university in Istanbul, Türkiye. Quantitative data were analyzed using SPSS, and qualitative data were examined through content analysis. Findings reveal that pre-service teachers recognize the significance of 21st-century skills, particularly critical thinking, creativity, and technological integration, in improving their teaching practices. The study highlights a strong commitment to fostering a supportive and inclusive learning environment, with an emphasis on student engagement and the development of social-emotional learning. Moreover, pre-service teachers identified the importance of flexible, student-centered teaching strategies that incorporate technology to enhance learning outcomes. In conclusion, the study emphasizes the need for teacher education programs to focus on equipping pre-service teachers with the competencies required for teaching in 21st-century classrooms. These competencies include not only technical skills but also the ability to foster a supportive classroom culture. The findings call for an ongoing revision of teacher training curricula to ensure that future educators are prepared to meet the evolving demands of globalized, technology-driven education, especially when working with young learners.