NARRATIVE LITERATURE REVIEW ON GLOBAL SKILLS AND DIGITAL LITERACY PERCEPTIONS OF EFL STUDENTS

This narrative literature review examined the intersection of 21st-century skills and digital literacy among pre-service English language teachers within the evolving landscape of technology-integrated education under the frame of the 2209-A Student Projects supported by TUBİTAK. Drawing on global and national scholarship, the review synthesized empirical and theoretical perspectives to identify how English language teacher education programs fostered competence in creativity, collaboration, communication, critical thinking, and digital literacy. The analysis showed that 21st-century skills were conceptualized as a multidimensional construct encompassing cognitive, social, and technological dimensions. Research conducted between 2018 and 2024 consistently revealed that pre-service teachers demonstrated moderate-to-high perceptions of their 21st-century skills but exhibited uneven development across digital literacy sub-dimensions such as information evaluation, online collaboration, and digital content creation. Studies from Türkiye suggested that while teacher candidates had positive attitudes toward educational technology, gaps persisted in pedagogical integration and reflective digital practice. The literature further indicated that gender, academic year, and prior technological experience occasionally influenced perceptions of digital competence. Overall, the review concluded that digital literacy functioned as both a core component and an enabler of 21st-century skill development. Strengthening digital literacy within teacher education was therefore essential to cultivate globally competent, adaptive, and innovative educators. The synthesis highlighted the need for continuous professional development, curriculum redesign, and cross-institutional collaboration to ensure that future English teachers could effectively navigate the demands of digital pedagogy in the post-pandemic era.