ASSESSING 21ST-CENTURY LITERACY SKILLS AMONG PROSPECTIVE SPECIAL EDUCATORS IN INCLUSIVE EDUCATION: EVIDENCE FROM UTTAR PRADESH, INDIA

The success of inclusive education largely depends on the competencies of teachers who are responsible for addressing the diverse learning needs of students. In the twenty-first century, educators are expected to possess advanced literacy skills that extend beyond traditional reading and writing abilities. These skills include digital literacy, information literacy, media literacy, communication, collaboration, critical thinking, and problem-solving. The present study examined the level of 21st-century literacy skills among prospective special educators in Uttar Pradesh, India. A descriptive survey research design was employed. Data were collected from 300 prospective special educators enrolled in various teacher preparation programs. A structured questionnaire consisting of seven dimensions of 21st-century literacy skills was used to collect data. Descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA) were used for data analysis. The findings indicated that prospective special educator’s demonstrated moderate to high levels of 21st-century literacy skills. Significant differences were observed based on institutional type and educational qualification, whereas gender differences were not statistically significant. The study highlights the importance of integrating technology-rich experiences and skill-based training within special education teacher preparation programs to enhance readiness for inclusive educational environments.