The relationship between Religious Culture and Ethics teachers' 21st century skills, technological pedagogical content knowledge and teaching motivation

People's need to believe in something goes back as far as human history. In this respect, religion lessons, which have maintained their importance in every century, aim to raise generations who behave in accordance with moral and human values when communicating with people, respect different cultures and can think in versatile ways. In this context, the aim of the research is to determine the relationships between Religious Culture and Moral Knowledge (RCMK) teachers' 21st Century (21st century) skills, technological pedagogical content knowledge and teaching motivations, and to determine the effects of 21st century skills and technological pedagogical content knowledge (TPACK) on teachers' teaching motivations to determine its effect. Relational screening model was used in the research. The study group of the research consisted of RCMK teachers working in a provincial center of the Western Black Sea Region in the fall semester of the 2023-2024 academic year. "21st century skill scale", "TPACK scale" and "Teaching motivation scale" were used as data collection tools. A statistical package program was used to analyze the research findings. Descriptive statistics, Levene test, independent groups t-test, ANOVA test, LSD test, Pearson Product Moment Correlation and path analysis were used in the analysis of the data. According to the results obtained in the research, it was determined that the 21st century skills of RCMK teachers did not differ significantly according to gender, professional seniority and the level of education they worked in, but they showed a significant difference according to their educational status in favor of teachers with postgraduate degrees. According to the results obtained in the research, it was determined that the TPACK skills of RCMK teachers did not differ significantly according to gender, professional seniority and the level of education they worked in, but they showed a significant difference according to their educational status in favor of teachers with postgraduate degrees. According to the results obtained in the research, it was determined that there was no significant difference in the teaching motivations of RCMK teachers according to gender and the level of education they worked in, but there was a significant difference according to their professional qualifications and educational status. It was determined that there was a positive, moderately significant relationship between teachers' 21st century skills and TPACK skills. It was determined that the relationships between teachers' 21st century skills and their teaching motivation, and between teachers' TPACK skills and their teaching motivation, were not significant. According to the results of the research, it was determined that teachers' TPACK skills were a positive and significant predictor of 21st century skills and teacher motivation. Based on the research results, environments should be created where teachers can integrate 21st century skills into their lessons along with TPACK skills. Keywords: Religious Culture and Moral Knowledge, Teacher, Teaching Motivation, Technological pedagogical content knowledge, 21st century skills