The Degree to Which Female Science Teachers in Riyadh Possess 21st-Century Skills

This study aimed to identify the degree to which female science teachers in Riyadh possess 21st-century skills. A descriptive survey methodology was utilized. A random sample of 278 science female teachers from middle public schools for the year 1446 AH was selected. To achieve the research objectives, a questionnaire comprising 50 items was developed, covering three primary dimensions: Learning and Creativity, Digital Literacy, and Life and Career Skills. The validity and reliability of the instrument were verified using appropriate statistical methods. The results showed that the degree of female science teachers’ possession of 21st-Century Skill was high, with a relative mean of 64%; that the Life and Career Skills ranked first at 73%, followed by the Learning and Creativity dimension at 65%; that the Digital Literacy dimension received a moderate degree at 55%. The results also revealed that there were statistically significant differences at 0.05 level or below regarding 21st-Century Skills as a whole and the Learning and Creativity axis, favoring teachers with more than 20 years of experience, and that there were statistically significant differences at 0.01 level or below regarding the Life and Career Skills axis, also favoring those with over 20 years of teaching experience. In light of these findings, the study recommends that professional development programs for teachers should include training courses that contribute to developing 21st-Century Skills.