21st Century Online Teachers: Through the Lenses of Distance Learners

Diksha Verma, Ambika Kumari

Abstract: The rapid growth of online and distance education has emphasized the need for teachers to acquire 21st-century skills. While most research focuses on teacher training and institutional readiness, limited attention has been given to learners? perspectives on what competencies teachers require in the digital age. This study explores the perceptions of distance learners regarding the essential skills and competencies that effective 21st-century teachers must possess. A qualitative approach was employed, using focus group discussions with 53 distance learners enrolled in teacher education programmes. Participants were purposively selected to represent diverse academic and professional backgrounds. Data were transcribed and analyzed thematically, with emerging codes consolidated into key categories of teacher competencies. Learners emphasised digital literacy, adaptability, critical thinking, collaboration, and continuous professional development as non-negotiable teacher skills. They also highlighted the importance of inquiry-based pedagogy, learner-centred approaches, and the ability to create engaging online environments. The findings reinforce the relevance of NEP 2020, particularly its call for the formulation of National Professional Standards for Teachers (NPST).

Keywords: 21st-century skills, teacher competencies, distance learners, ICT integration, NEP 2020

How to Cite?: Diksha Verma, Ambika Kumari, "21st Century Online Teachers: Through the Lenses of Distance Learners", Volume 14 Issue 11, November 2025, International Journal of Science and Research (IJSR), Pages: 388-392, https://www.ijsr.net/getabstract.php?paperid=SR251104183905, DOI: https://dx.doi.org/10.21275/SR251104183905