Abstract
The purpose of this research report is to determine the acquaintances of South African teachers regarding the teaching of Critical Thinking, Collaboration, Communication, Creativity and Innovation, and Information, Media and Technology Skills and how it impacts their own Digital Skills and Competencies. The P21 framework was adopted as the theoretical framework and the P21Learning innovation theme and Information, Media and Technology Skills, formed the conceptual framework. A cross-sectional quantitative study where a total of 371 teachers and office-based teachers participated in the study. The data collected was collected using an online questionnaire and WhatsApp. Structural equation modelling was used to find the relationship between the variables. The findings of the study indicated that Creativity and innovation ranked highest among teachers, with Communication, Critical thinking, Collaboration and then Information, media and technology skills following in decreasing order. With respect to the variables, the gender of the teacher played a role. Female teachers had a higher mean score in the teaching of communication and creativity and innovation. Critical thinking and IMTS was highest in the FET, with Communication scoring highest among language teachers. Independent schools had higher mean scores for Critical Thinking than other school categories. The findings will inform policymakers and departments of education officials on what type of interventions to implement so as to improve the teachers’ digital competencies