Abstract
Abstract This thesis investigates Libyan first-year secondary school English language teachers' perception and implementation of 21st century skills and the challenges they face. Forty teachers from 20 different schools in Tripoli participated in the survey. The researcher adopted a mixed-method approach to data collection to achieve the research objectives. A closed-ended questionnaire along with semi-structured interviews were used as research tools. The study found that the most practiced 21st century skills are collaboration and communication, and the least practiced are global connections. Not all teachers have the competence to teach the new 21st century skills and are hesitant to admit they have limited knowledge of such skills or how to implement them in practical terms. The absence of teaching tools such as PowerPoint or interactive whiteboards impedes the development of information literacy, collaboration, and self-directed learning. The researcher recommends supporting teacher professional development through a performance-based incentives framework combined with bolstering educational programs through technology to address the sense of dissatisfaction and largely-unmet demand for extra classes. In addition, administering annual tests at the beginning of the school year adds value to students' learning and provides baseline data for teachers and schools. Teachers should also be supported with workshops on teaching the new 21st century skills integrated with a follow-up scheme to ensure effective implementation of these skills in classroom practice.