Preparing competent citizens through appropriate instructional approach: How do instructors in three Ethiopian universities conceptualize and practice 21st century pedagogical skills?

Abstract

This study aimed to investigate how instructors at three Ethiopian universities conceptualize and practice 21^st century skills in classrooms. To achieve this purpose, a qualitative case study design was employed. Using a purposive sampling method, three universities in the Amhara national regional state of Ethiopia were selected. From these universities, ten participants were selected purposively. Semi-structured interviews and observation were used to collect data essential for the study. The data collected through these methods were thematically analyzed. The results revealed that participants had a limited understanding of 21^st century skills. To be specific, their conceptions reflected the conventional pedagogical approach rather than the pedagogy of the 21^st century. On the other hand, participants believe that 21^st century skills are important for both instructors and their students. However, they had difficulties to practice these skills in the teaching-learning process. Finally, the implications of these findings for future research and policy initiatives are presented.