Investigation of the relationship between pre-service social studies teachers' 21st century skills efficacy perceptions and lifelong learning tendencies

The aim of this study was to investigate the relationship between pre-service social studies teachers' 21st century skills effıcacy perceptions and lifelong learning tendencies and their views on this relationship. The sample of the study consisted of 2850 pre-service social studies teachers studying in the Faculty of Education in Adıyaman University, Ankara University, Balıkesir University, Bursa Uludağ University, Çukurova University, Erzincan Binali Yıldırım University, Fırat University, Gazi University, Kırşehir Ahi Evran University, Marmara University, Ondokuz Mayıs University, Pamukkale University, Recep Tayyip Erdoğan University, Sivas Cumhuriyet University and Süleyman Demirel University in the 2021-2022 academic year. Mixed research method, in which quantitative and qualitative research designs are used, was used in the study. The quantitative data were collected using the personal information form, developed by the researcher, the 21st century skills efficacy perceptions scale and the lifelong learning tendency scale, and the qualitative data were collected through the interview form developed by the researcher. SPSS 26.0 and Mplus 8.0 were used in the analysis of quantitative data, and NVivo 12 in the analysis of qualitative data. The results revealed a positive and significant relationship between the participants' 21st century skills and lifelong learning tendencies. It was also found that the participants' 21st century skills efficacy perceptions were significant predictors of learning and renewal skills, life and career skills, information, media and technology skills, and lifelong learning tendencies were significant predictors of determination and curiosity, learning regulation and motivation variables. The examination of the participants' views on the relationship between 21st century skills and lifelong learning tendencies resulted in eleven themes. The quantitative and qualitative results supported each other. Trainings can be provided for pre-service teachers to improve their 21st century skills and lifelong learning awareness, and scientific events such as conferences, congresses and symposiums can be organized. Keywords: 21st Century Skills, Lifelong Learning, Social Studies, Pre-serviceTeachers