Effect of integrating 21st Century skills in the curriculum on teachers’ pedagogical competence: a study of selected private colleges in Kiambu County
Date
2025
Authors
Kisiang'ani, G.
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
Integrating 21st-century abilities into teacher education has become an essential component of preparing educators for modern classrooms. Specifically, incorporating integrating the 21st Century Skills such as communication, critical thinking, collaboration, problem-solving is crucial to the teaching and learning processes, hence need to be part of teachers’ pedagogical competence. This study looks into the effect of incorporating 21st-century abilities, notably critical thinking, collaboration, and innovation, on teachers' pedagogical competency in selected private colleges in Kiambu County, Kenya. The study was guided by three objectives: (i) determining how critical thinking skills influence teachers' instructional practices, (ii) assessing the impact of collaboration skills on effective teaching strategies, and (iii) investigating the role of innovation skills in improving teachers' adaptability and instructional effectiveness. The study used a descriptive survey research design with questionnaires and interviews to collect data from 93 pre-service teachers chosen at random from six private colleges in Kiambu County. The data was examined using descriptive and inferential statistics, as well as multiple regression analysis. The study found that critical thinking abilities, particularly problem identification and logical reasoning, greatly improve instructors' capacity to create learner-centred instructional techniques. Collaboration skills, such as classroom management and course development, also help teachers increase their efficacy by creating inclusive and engaging learning environments. Furthermore, innovative skills, such as technology integration and digital resource usage, have been shown to improve instructional adaptability, making learning more engaging and efficient. The study concludes that incorporating 21st-century skills into teacher training programs is critical to improving pedagogical competence. It suggests that teacher education institutions should improve experiential learning methodologies, enhance digital literacy, and implement organized cooperation frameworks to better educate pre-service teachers. These findings add to the continuing debate on teacher education reforms and provide practical insights for curriculum authors, legislators, and educational stakeholders trying to improve teaching standards in Kenya and worldwide.
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Citation
Kisiang’ani, G. (2025). Effect of integrating 21st Century skills in the curriculum on teachers’ pedagogical competence: A study of selected private colleges in Kiambu County [Strathmore University]. http://hdl.handle.net/11071/15983