NARRATIVE LITERATURE REVIEW ON GLOBAL SKILLS AND DIGITAL LITERACY PERCEPTIONS OF EFL STUDENTS

451 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar NARRATIVE LITERATURE REVIEW ON GLOBAL SKILLS AND DIGITAL LITERACY PERCEPTIONS OF EFL STUDENTS Melis Kızılay B.A. Student, Faculty of Education, Foreign Languages Department, Fırat University, Elazığ, Turkey Suheyla Demirkol Orak Asst. Prof. Dr. Faculty of Education, Foreign Languages Department, Fırat University, Elazığ, Turkey https://doi.org/10.5281/zenodo.17735977 Abstract: This narrative literature review examined the intersection of 21st-century skills and digital literacy among pre-service English language teachers within the evolving landscape of technology-integrated education under the frame of the 2209-A Student Projects supported by TUBİTAK. Drawing on global and national scholarship, the review synthesized empirical and theoretical perspectives to identify how English language teacher education programs fostered competence in creativity, collaboration, communication, critical thinking, and digital literacy. The analysis showed that 21st-century skills were conceptualized as a multidimensional construct encompassing cognitive, social, and technological dimensions. Research conducted between 2018 and 2024 consistently revealed that pre-service teachers demonstrated moderate-to-high perceptions of their 21st-century skills but exhibited uneven development across digital literacy sub-dimensions such as information evaluation, online collaboration, and digital content creation. Studies from Türkiye suggested that while teacher candidates had positive attitudes toward educational technology, gaps persisted in pedagogical integration and reflective digital practice. The literature further indicated that gender, academic year, and prior technological experience occasionally influenced perceptions of digital competence. Overall, the review concluded that digital literacy functioned as both a core component and an enabler of 21st-century skill development. Strengthening digital literacy within teacher education was therefore essential to cultivate globally competent, adaptive, and innovative educators. The synthesis highlighted the need for continuous professional development, curriculum redesign, and cross-institutional collaboration to ensure that future English teachers could effectively navigate the demands of digital pedagogy in the post-pandemic era. Keywords: 21st-century skills, digital literacy, pre-service teachers, ELT, teacher education Expanded Summary of the Study This study examines pre-service English language teachers’ perceptions of their 21st-century skills and digital literacy. In today’s rapidly evolving educational landscape, English teachers are expected not only to master linguistic and pedagogical knowledge but also to demonstrate competencies such as creativity, critical thinking, collaboration, communication, information literacy, digital problem-solving, and innovative technology use. As education systems increasingly integrate digital tools, online learning environments, and multimodal resources, teachers’ readiness in these areas becomes crucial. The study therefore seeks to understand how Turkish pre-service English teachers evaluate their preparedness for contemporary teaching demands and whether their perceptions differ depending on gender, age, and year of study. The research also explores whether 21st-century skills and digital literacy are related, based on theoretical assumptions that technological competence strengthens broader learning competencies. Since English language education often involves digital learning platforms, online communication, and global information networks, understanding this relationship is particularly important in ELT contexts. 452 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar The study employs a quantitative approach, using validated scales to measure the two constructs, and analyzes data from 212 participants enrolled in an English Language Teaching (ELT) program. Findings reveal high levels of perceived 21st-century skills, moderate-to-high digital literacy, and a significant positive correlation between the two constructs. Additionally, demographic factors show limited impact, apart from notable differences in digital literacy based on gender and age. The following summary synthesizes the theoretical background, methodology, results, and implications of the study. Background and Rationale Educational reforms worldwide place increasing emphasis on preparing teachers to operate in complex, digitalized environments. Organizations such as UNESCO, OECD, and P21 highlight the importance of equipping students—and therefore their teachers—with competencies that transcend traditional academic skills. Among these competencies are critical thinking, creativity, collaboration, and communication, widely known as the “4Cs” of 21st-century learning. Researchers argue that these skills enable students to actively engage in knowledge construction, problem-solving, and innovation. For teachers, these competencies are equally important, as they shape their ability to design learner-centered, inquiry-based, and culturally responsive language instruction. Digital literacy is another essential dimension of teacher competence. It involves more than basic technical skills; it encompasses digital communication, information evaluation, content creation, digital citizenship, and the pedagogical integration of digital tools. In ELT settings, digital literacy becomes central because language learning increasingly relies on online videos, multimodal texts, interactive software, digital assessments, and global communication tools. Teacher candidates must therefore learn to design technology-enhanced lessons, evaluate online information critically, navigate digital safety issues, and foster student engagement through interactive and multimodal resources. Prior research in Türkiye shows varying levels of digital literacy and 21st-century skill competency among teacher candidates. Studies by Anagün (2018), Bayrakcı & Narmanlıoğlu (2021), and Çakanel (2024) indicate that while students often feel confident in communication and collaboration skills, critical thinking and ICT-based teaching remain underdeveloped. The growing emphasis on digital transformation, especially after the COVID-19 pandemic, increases the urgency of strengthening teacher preparation programs and understanding how future teachers perceive their own readiness. This study contributes to existing literature by examining both competencies simultaneously, analyzing their interrelationship, and identifying demographic factors that may influence perceptions. It provides current, data-driven insights into the state of pre-service teacher readiness in the Turkish ELT context. Methodological Summary The study employs a quantitative descriptive survey design to explore participants’ perceptions. Data are collected from 212 pre-service English teacher candidates studying in the 3rd or 4th year of an ELT program. A convenience sampling method is used due to accessibility and voluntary participation. Instruments Two validated scales are used: 1. 21st Century Skills Competence Scale o Measures communication, collaboration, creativity, critical thinking, problem solving, leadership, and innovation. 453 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar o Uses a 1–5 Likert scale (1 = strongly disagree; 5 = strongly agree). 2. Digital Literacy Scale o Measures digital communication, content creation, information literacy, digital problem solving, and responsible digital behavior. o Also scored on a 5-point Likert scale. Before administering these instruments, the researcher conducts a pilot study, confirming excellent reliability: • Cronbach’s α = .959 for the 21st-century skills scale • Cronbach’s α = .949 for the digital literacy scale These coefficients indicate outstanding internal consistency (George & Mallery, 2019), establishing both instruments as reliable for the main study. Data Collection and Ethics Ethical approval is obtained from the university’s social sciences ethics committee and the Ministry of National Education. Participants are informed about the voluntary nature of the study, confidentiality, and their right to withdraw at any time. An online questionnaire is distributed to ensure accessibility and anonymity. Data Analysis Data are analyzed using SPSS through:  Descriptive statistics  Reliability tests  Pearson correlation  Independent samples t-tests  One-way ANOVA These statistical methods allow the researcher to investigate overall perceptions, relationships between variables, and group differences across gender, age, and year of study. Findings Summary Perceptions of 21st-Century Skill Competencies Participants report high perceptions of 21st-century skills (M = 4.00, SD = 0.53). They perceive themselves as particularly strong in communication, collaboration, creativity, and critical thinking. This suggests that the ELT program fosters these fundamental competencies effectively. Perceptions of Digital Literacy Participants display moderate-to-high digital literacy (M = 3.79, SD = 0.68). They are confident in general technology use but less confident in advanced digital content creation and pedagogical technology integration. This indicates a need for more structured digital-pedagogy training. Relationship Between the Two Competencies A statistically significant positive correlation exists between 21st-century skills and digital literacy: r(210) = .27, p < .001 This finding supports the theoretical view that digital literacy is a core component of 21stcentury learning. Teacher candidates who feel more digitally competent also tend to report stronger collaboration, creativity, and problem-solving skills. Demographic Differences • Gender: o No significant difference in 21st-century skills o Males report higher digital literacy (p = .009) 454 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar • Year of study: o No significant difference for either competency • Age: o Digital literacy differs significantly by age (p = .009) o Older participants report higher digital literacy These results suggest that demographic factors influence digital competence more strongly than the broader skill set. Discussion and Implications The findings reveal that pre-service English teachers in Türkiye generally feel well-prepared in 21st-century competencies such as communication, collaboration, and critical thinking. This aligns with global literature emphasizing the growing importance of these skills in teacher preparation programs. However, the moderate digital literacy scores underscore ongoing challenges in digital pedagogy training. The significant relationship between 21st-century skills and digital literacy reinforces theoretical frameworks that place digital competence at the center of modern education. As teachers increasingly operate in digital learning environments, the ability to evaluate information, communicate online, and create digital content becomes essential for fostering creativity, collaboration, and problem-solving in learners. Demographic patterns highlight areas for intervention. The gender gap in digital literacy suggests that targeted support for female teacher candidates may help reduce confidence disparities. Similarly, the higher digital literacy among older participants implies that exposure to professional or academic technological experiences enhances readiness. Teacher education programs should therefore: • Integrate structured digital pedagogy courses • Provide hands-on ICT workshops and digital content creation training • Encourage reflective technology integration during teaching practicum • Support digital equity through access and training opportunities Conclusion This study provides an up-to-date picture of pre-service English teachers’ readiness for 21stcentury teaching demands. While the results show strong perceived competence in foundational skills, digital literacy emerges as an area requiring further attention. The positive correlation between the two constructs emphasizes that strengthening digital competence can contribute to broader professional readiness. The findings call for curriculum enrichment, targeted professional development, and long-term integration of digital pedagogy within ELT programs in Türkiye. References: 1. Adipat, S. (2021). 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