A Meta-Analysis of Research on the Integration of Twenty-First-Century Skills into EFL Syllabus in the Middle East and North Africa

Abstract

21 st century is characterized by the proliferation of digital technologies and globalization. These characteristics have led the international community to recognize the importance of global understanding and intercultural communication. In order to effectively function in such a world, people should develop 21st-century skills as they are central to participating in a globalized, knowledge-based economy. In this context, this study aims to highlight the methods used in integrating 21 st -century kills into the existing EFL syllabus, and to understand the rationale for integrating 21 st -skills into the EFL syllabus in the Middle East and North Africa (MENA), among others. To achieve these objectives a meta-analysis of 17 data-driven studies on 21 st -century skills in the MENA was conducted. The results showed positive attitudes towards 21st -century skills and positive perceptions of the integration of 21 st -century skills into EFL syllabus, as well as the use of 21 st -skills as a teaching strategy. The results also showed that critical thinking was the main focus of research conducted in different contexts in MENA countries. It was examined both separately and in conjunction with other 21 st - century skills in over 56% of the studies in six countries. apart from two examples from the Moroccan and Omani contexts, meta-analysis revealed no institutional recognition of 21 st -century skills in the MENA region. It was concluded that most research conducted in the MENA was due to the interest of individual researchers in integrating 21 st -century skills into the EFL syllabus.