Mathematics Teachers' Competencies in Designing Lessons that Fosters 21st-century Skills Acquisition among Secondary School Students in Kwimba District, Tanzania

Teachers’ Competencies in Designing Lessons that Foster 21st-Century Skills

Abstract

This quantitative study examines the competencies of Mathematics teachers in Kwimba District, Tanzania, in designing and preparing lessons that promote 21st-century skills, including critical thinking, creativity, collaboration, communication, problem-solving and digital literacy. As education systems increasingly prioritize the development of these skills in students, effective lesson planning and instructional design by teachers become essential. Data were collected through a structured questionnaire administered to 100 Mathematics teachers. Descriptive statistics­­­­­­­­ such as percentages, means, and standard deviations were used to analyze the data, while cross-tabulations explored the relationship between teachers’ qualifications and their competency levels.  The findings indicate that although critical thinking and problem-solving skills were commonly integrated into lesson plans, other key skills such as creativity, collaboration, communication and digital literacy were less frequently addressed. The study recommends targeted professional development, curriculum revision, increased resource allocation and improved access to digital tools to support the effective integration of 21st-century skills  into lesson planning and delivery.

Keywords: Mathematics teaching, teacher competencies, 21st-century skills, lesson planning.