Examining the 21st century skills and lifelong learning tendencies of Turkish teachers to foreigners

This research was conducted in a relational survey design to examine the 21st century skills and lifelong learning tendencies of instructors who teach Turkish as a foreign language and to determine the relationship between them. Exploratory sequential mixed method was used in the research. The sample of the research consists of a total of 219 foreign Turkish teachers working at home and abroad. While the data of the quantitative part of the research were collected with the "21st Century Skills Self-Efficacy Perception Scale" and the "Lifelong Learning Tendencies Scale" and a personal information form developed by the researcher, the data of the qualitative part were collected with a semi-structured interview form developed by the researcher. SPSS 22 program was used in the analysis of quantitative data, MAXQDA 2020 program was used in the analysis of qualitative data. Statistical analyzes were performed using independent sample t-test, one-way analysis of variance, correlation analysis and regression analysis. As a result of the research, it was determined that there was a positive and significant relationship between the 21st century skills of Turkish teachers to foreigners and their liflong learning tendencies. However, it has been revealed that 21st century skills significantly predict lifelong learning. In addition, while a significant difference was detected in favor of female instructors in terms of gender variable in 21st century skills, no significant differences were detected in terms of variables such as education level and faculty from which they graduated. In terms of lifelong learning tendencies, it was observed that there was a significant difference in favor of female teachers in terms of gender variable, but there were no significant differences in terms of variables such as age and educatio level.