The competencies that science teachers should possess in 2061: A Delphi analysis

In The primary aim of this study is to comprehensively identify the competencies that science teachers should possess in the year 2061. In an era marked by rapid technological advancements, digitalization, and the transformative impact of artificial intelligence on education systems, teachers are expected to be equipped not only with technical skills but also with strong scientific, ethical, and humanistic foundations. In this context, systematically forecasting the future profile of science teachers needed by education systems forms the central rationale of this study. A mixed-methods research design was adopted, and data were collected through both qualitative and quantitative means based on the modified Delphi technique. The process consisted of two Delphi rounds. Initially, qualitative data were gathered through semi-structured interviews conducted with experts, and the data were analyzed through content analysis. Based on the emerging themes, a five-point Likert-type questionnaire was developed and distributed to participants in the second round. The quantitative data obtained were analyzed using SPSS software. In determining consensus levels, median (Mdn), interquartile range (IQR), and standard deviation (SD) were taken into account. The criteria for consensus were set as follows: Mdn ≥ 4, IQR ≤ 1, SD ≤ 1, and a minimum agreement rate of 80%. As a result, 33 competency items were identified through consensus. The participants of the study consisted of experts in the fields of science education, teacher education, and future studies in education, as well as experienced science teachers working in public schools affiliated with the Ministry of National Education. Maximum variation sampling, one of the purposive sampling strategies, was employed to ensure a rich and diverse data set by incorporating individuals with different ages, areas of expertise, academic titles, and institutional affiliations. The participants, selected for their in-depth knowledge and potential to contribute meaningfully, comprised 24 experts working primarily in Afyonkarahisar, as well as in the provinces of Aydın, Gaziantep, Düzce, Denizli, and İstanbul. At the end of the Delphi process, the competencies of science teachers for the year 2061 were categorized under eight themes: Technological Competency (5 items), Interdisciplinary Collaboration Skills (4 items), Student-Centered Teaching and Guidance (5 items), Values Education and Scientific Ethics (5 items), Adaptation to Global and Social Changes (4 items), Digital and Physical Classroom Management Skills (4 items), Assessment and Evaluation Competency (3 items), and Lifelong Learning and Professional Development (3 items). The findings of the study highlight the need to restructure teacher education programs in line with the demands of the future. It is particularly emphasized that teachers should be supported in areas such as technology integration, interdisciplinary thinking, student-centered pedagogy, scientific ethics, and anticipatory thinking. Accordingly, it is recommended that innovative and visionary approaches be prioritized in teacher preparation processes, in-service training programs be redesigned, and teachers' active engagement in lifelong learning be promoted. The results obtained in this study offer insights not only into current practices but also into the future design of educational systems.