Pre-service kindergarten teachers’ conceptualization and enactment of twenty-first century skills: 2030 vision

Abstract

This research was conducted to determine to which degree pre-service kindergarten teachers practice the twenty-first century skills of learning and creativity, digital culture, and life and work with the kindergarten child in light of vision 2030. Descriptive analytical approach was employed. A representative sample of the study population was selected by stratified random method. Therefore, 250 female teachers were relied upon as selecting the study sample. An online survey was created by Google Docs. Results show that all the three skills are highly practiced by pre-service kindergarten teachers.
 Keywords: Pre-service, kindergarten teachers, twenty-first century skills, conceptualization, enactment, 2030 vision