ABSTRACT:
Although the integration of 21st-century skills into English Language Teaching is widely accepted, classroom practice often becomes overly reliant on technology or remains conceptually shallow. This interactive workshop reframes these skills not as additional content, but as core pedagogical practices that can be meaningfully embedded in hands-on, learner-centered ELT classrooms beyond the screen.Drawing on established frameworks such as the Partnership for 21st Century Learning (P21, 2019) and recent reports by the OECD, UNESCO, and the World Economic Forum, the session revisits core 21st-century competencies while introducing contemporary extensions related to learner agency and global competence. Participants first reflect on whether these skills are genuinely new or represent a renewed articulation of long-standing ELT principles. They then engage in low-tech, high-engagement tasks that integrate the four language skills through problem-solving, collaboration, and decision-making, with activities differentiated for both K–12 and higher education contexts.The workshop also explores teacher, student, and institutional perceptions of 21st-century skills, focusing on common challenges such as assessment practices, cultural expectations, coursebook alignment, and learner anxiety (Graham, 2019). Throughout the session, practical and research-informed approaches—including formative assessment, task-based learning, and the purposeful use of technology—are modelled. The workshop concludes with guided reflective practice, equipping participants with adaptable, classroom-ready strategies for creating balanced, meaningful, and future-ready ELT learning experiences.

BIODATA:
Oktay Mutlu is a Lecturer at the School of Foreign Languages, Dokuz Eylül University, Türkiye, and currently works as a freelance teacher trainer and educational consultant. He holds a BA and an MA in English Language and Literature from Ege University. His professional and academic interests include teacher education, materials development and curriculum design, leadership and management, and the integration of artificial intelligence into language learning. He has completed numerous national and international professional development programs, including TESOL certification, intensive courses in syllabus design and materials development, academic leadership training, and multiple teacher trainer programs.He has extensive experience in both state and private universities and has worked in Materials Development, Curriculum Development, and Continuous Professional Development Offices. In these roles, he was actively involved in syllabus design, assessment alignment, materials writing, and in-service teacher training. In addition to his academic roles, he has collaborated with the publishing industry as an educational consultant. More recently, his work has focused on AI-enhanced language learning and teacher education.He is an active and committed member of TESOL Türkiye Association, including TESOL Türkiye TEDSIG and LAMSIG, and regularly presents at national and international ELT conferences and events.