Conceptualizing life competencies: EFL teachers' qualitative perspective

Abstract

PurposeMeeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.Design/methodology/approachOne-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.FindingsThe results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.Research limitations/implicationsThis study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.Originality/valueCareer readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.