Akademik Veri Yönetim Sistemi
Participatory Educational Research, cilt.13, sa.3, ss.221-238, 2026 (Scopus)
This study investigated the predictive role of teachers’ learning agility in explaining their 21st-century teaching skills using partial least squares structural equation modeling. The sample comprised 302 teachers recruited through convenience sampling. Learning agility is mainly/oftentimes conceptualized as a multidimensional construct including self-awareness, people agility, results agility, change agility, and mental agility. Teachers’ 21st-century teaching skills were assessed with an 18-item instrument adapted from an established framework and refined for use in the present study. The findings indicated that the dimensions of learning agility do not contribute equally to teachers’ 21st-century teaching skills. Self-awareness, people agility, and results agility were significant positive predictors, whereas change agility and mental agility did not show significant direct effects. Collectively, the learning agility dimensions explained 37.8% of the variance in teachers’ 21st-century teaching skills, suggesting a meaningful level of explanatory power. Overall, the results suggest that learning agility functions as a higher-order meta-competence that supports the development and sustained enactment of contemporary teaching skills rather than representing the direct content of those skills. The study extends learning agility research to the teaching profession and offers practical implications for teacher education and professional development programs, particularly those aiming to strengthen reflective capacity, interpersonal effectiveness, and performance-oriented learning.