The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills

Purpose The aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers’ capabilities in teaching 21st century skills. Design/methodology/approach 21st Century Skills Teaching Scale, Internet based Epistemological Beliefs Scale, Internet based Reading Motivation and Engagement Scale as well as Digital Literacy Scale were used to collect the data. A total of 512 pre-service teachers from four universities in Türkiye participated in the study. Descriptive statistics, correlation and structural equation model fitness tests were performed by using SPSS 24.0 and AMOS 22.0. Findings First, the results of the correlations analysis indicated that there were statistically significant positive correlations among measured variables. Second, the results of the path and SEM model fit tests demonstrated that all the model fit indices of X2/df, TLI, CFI, RMSEA met the acceptable criteria and were shown to be an adequate model structure. Finally, the results demonstrated strong evidence for predicting effects of digital literacy, epistemological belief as well as reading motivation and engagement on teaching 21st century skills. Research limitations/implications This study is limited by the fact that the evidence relies solely on pre-service teachers' self-reporting. Secondly, although the hypothesised model explained 45.2% variance of pre-service teachers’ competence in the 21st century skills, 54.8% of it remains unexplained. Originality/value The results of this study suggest important implications for teaching programs as they underscore the importance of digital literacy on epistemological beliefs, reading motivation and competence in teaching 21st century skills.