Examination of high school students' 21st century skills and their levels of self-efficacy and readiness for online learning

The purpose of this study is to examine the relationship between high school students' 21st-century skills and their levels of self-efficacy and readiness for online learning. The study determines the extent to which students adapt to the learning dynamics required by the digital age and reveals the impact of these skills on online learning processes. The research was conducted using quantitative methods with a correlational survey design. The population of the study consists of high school students studying in Batman province, and the sample consists of a total of 433 students selected by appropriate sampling methods and voluntarily participating in the study. The Multidimensional 21st Century Skills Scale, the Online Learning Readiness Scale for High School Students, and the Self-Efficacy Scale for Online Learning were used as data collection tools in the study. The results of the Pearson correlation analysis conducted between the sub-dimensions showed that there were significant and positive relationships between 21st-century skills and levels of self-efficacy and readiness for online learning. The strongest relationships were found between instructional and peer interaction and communication self-efficacy and self-regulation and motivation effectiveness (r = 0.826; p < 0.01) and between online learning self-efficacy and instructional and peer interaction and communication self-efficacy (r = 0.682; p < 0.01). The independent samples t-test conducted according to the gender variable revealed a significant difference only in the computer self-efficacy dimension; male students had a higher mean in this dimension compared to female students (p < 0.05). The results of the one-way analysis of variance (ANOVA) conducted according to age and grade level revealed significant differences in the dimensions of critical thinking and problem solving, entrepreneurship and innovation, social responsibility and leadership, computer self-efficacy, self-directed learning, career awareness, teacher and peer interaction and communication self-efficacy.