Moroccan EFL Teachers’ Perception of 21st-Century Skills in Moroccan Public Schools

Abstract

This study aims to investigate Moroccan EFL teachers’ perceptions of the use of 21st-century skills in public school classes. Fifty-one Moroccan teachers from both middle school and high school participated in a survey to collect data. The results showed that Moroccan EFL teachers agreed that 21st-century skills are a positive plus in students’ competencies. The data analysis was done statistically using an online survey that was sent to them through emails and WhatsApp groups. Teachers’ responses showed the importance of 21st-century skills on students’ performance and autonomy, as well as learning and acquiring knowledge in a manner distinct from the conventional approach.