A study of afghan lecturers’ self-efficacy perceptions in relation to the instruction of 21st-century skills

Lecturer self-efficacy is widely theorized to shape the adoption of 21st-century pedagogies, yet empirical evidence from resource-constrained higher-education systems remains limited. This quantitative study investigated the relationship between Afghan university lecturers’ self-efficacy and their reported instruction of 21st-century skills. A convenience sample of 204 lecturers at Kandahar University completed validated survey questionnaires. Data were analyzed using descriptive statistics, Pearson correlations, multiple regression, and one-way ANOVA. Results indicated moderate overall self-efficacy and generally low–moderate reported use of 21st-century skills. Correlational analyses revealed significant positive associations between self-efficacy components and most 21st-century skill domains, although correlations for collaboration and global-connection skills were relatively weak. Multiple regression presented that instructional strategies and student engagement together accounted for approximately 17.8% of the variance in lecturers’ integration of 21st-century skills, with student engagement the strongest unique predictor. Notably, educational level did not significantly influence self-efficacy and the instruction of 21st-century skills. However, there were significant differences between lecturers with bachelor’s degrees and master’s degrees in teaching creative and innovative skills. Results suggest that efficacy beliefs matter for enactment of modern pedagogies but are constrained by contextual factors. Findings support targeted professional development and institutional enabling conditions to translate lecturer efficacy into consistent classroom practice.