تجربة سنغافورة في تنمية مهارات القرن الحادي والعشرين لدى المعلمين كمدخل للتنمية المهنية المستدامة
The study aimed to identify the Singapore experience in developing the skills of the twenty-first century among teachers as an entry point for sustainable professional development. The descriptive approach was used to analyze the literature and previous studies and to stand on the findings of those studies. This experience was addressed through the following axes: 1) Education in Singapore and its stages of development towards the development of twenty-first century skills. 2) The twenty-first century competencies and skills framework in Singapore. 3) Sustainable professional development for teachers in Singapore to achieve twenty-first century skills. The study reached a number of results, the most important of which are: 1) The Singapore experience is a pioneering experience in developing the skills of the twenty-first century among teachers through specific frameworks, innovative methods, and successful models. 2) Schools in Singapore play a prominent role in the continuous learning of teachers; To promote a culture of teacher leadership for professional excellence in the school through professional learning communities. 3) A framework has been defined that combines 21st century competencies with learner outcomes that have made education in Singapore successful. (Published abstract)