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Undoubtedly, the twenty-first century has witnessed rapid changes and developments in the information world. As science and technology develop, sharing information and knowledge has been accelerated. Digital tools are of paramount importance and play an important role in the production and sharing of this information. The world has become a global village by means of digital tools. Digital skills are also an important sub-dimension of lifelong learning. Within this context, our teachers to educate the people of our age are required to acquire and use these skills throughout their lives in order to catch our era in which the information production and sharing are accelerated. The aim of this study is to assess digital competence of teachers within the context of lifelong learning and in the light of the twenty-first century skills. Scope of this study includes teachers in service at high school and junior high school in Diyarbakir, during the spring semester of 2014-2015 academic years. The sample of the study consisted of 286 teachers randomly selected from the population. One of the descriptive research models, survey model has been used in this study. As data collection tool, a scale developed by researchers was used. Developed scale consists of 30 items and three-dimensional. SPSS software was used for analysing the data. In data analysis, digital qualifications of teachers was both examined overall and compared in terms of gender, level of education, branch, school type, institutions, seniority and whether to take computer lessons or courses variables. According to the results obtained, it was observed that teachers have digital qualifications at ‘Adequate level ( =3,5)’, male teachers are more qualified than female teachers and having studied computing either in university or another institution significantly increases digital qualifications.  The results obtained were compared with similar studies in literature and the following suggestions were developed: 1- Teachers, especially senior teachers, should participate in in-service training in line with the teacher’s profile required by the 21st century. 2- Universities should renew their programs according to the needs of the era and should teach especially prospective teachers "learning to learn."  3- In this field, more detailed, more versatile studies on larger samples should be carried out and the findings should be presented to the attention of policy-makers in particular. Ozet Yirmi birinci yuzyil hic kuskusuz bilgi dunyasinda hizli degisme ve gelismelere sahne olmaktadir. Bilim ve teknolojinin gelismesi ile bilgi uretimi ve bilginin paylasimi hizlanmistir. Bu bilgi uretimi ve paylasiminda dijital araclar onemli bir yer tutmaktadir. Dijital araclar vasitasiyla dunya kuresel bir koy halini almistir. Yirmi birinci yuzyil becerileri arasinda dijital beceriler onemli bir yer tutmaktadir. Dijital beceriler ayni zamanda hayat boyu ogrenmenin de onemli bir alt boyutudur. Bu baglamda bilgi uretiminin ve paylasimin hizlandigi cagimizi yakalamak icin cagimizin insanini yetistirecek ogretmenlerimizin bu becerileri edinmeleri ve hayat boyunca kullanmalari gerekmektedir. Bu calismanin amaci ogretmenlerin yirmi birinci yuzyil becerileri isiginda ve hayat boyu ogrenme baglaminda dijital yeterliliklerinin incelenmesidir. Calismada betimsel arastirma modellerinden tarama modeli kullanilmistir. Arastirmanin evrenini 2015-2015 egitim ogretim yili bahar doneminde Diyarbakir ili merkez ilcelerinde gorev yapan ortaokul ve lise ogretmenleri olusturmaktadir. Arastirmanin orneklemini ise bu evrenden rastgele secilen 286 ogretmen olusturmaktadir. Arastirmada olcme araci olarak arastirmacilara tarafindan gelistirilen 30 maddeden olusan bir olcek kullanilmistir. Verilerin cozumlenmesinde SPSS Statistic 22 programi kullanilmistir. Verilerin analizinde ogretmenlerin dijital yeterlilikleri hem genel olarak hem de cinsiyet , egitim durumu, brans, okul turu, mezuniyet, bilgisayar dersi/kursu alma ve kidem degiskenlerine gore incelenmistir. Elde edilen sonuclara gore ogretmenlerin olcek ortalamasindan 3,5 ortalama elde ederek dijital yeterliliklerinin yeterli duzeyde olduklari, cinsiyet bakimindan erkek ogretmenlerin kadin ogretmenlere gore daha yeterli olduklari, lisans dersi olarak veya kurs ile bilgisayar dersi almanin dijital yeterlilikleri onemli olcude arttirdigi tespit edilmistir. Elde edilen sonuclar alan yazindaki benzer calismalarla karsilastirilmis ve tespit edilen eksikliklerle ilgili ogretmenler, universitelere ve milli egitim bakanligina yonelik asagidaki oneriler gelistirilmistir. 1-Ogretmenler, ozellikle kidemli olanalar 21. Yuzyilin ihtiyaci olan ogretmen profili dogrultusunda hizmet ici egitime tabi tutulmali ve cagin gereklerine gore donatilmalidirlar. Milli egitim bakanligi bu konuda universitelerin ilgili bolumlerinde ve ogretim uyelerinden profesyonel destek almalidir. 2-Universiteler programlarini cagin ihtiyaclarina gore yenilemeli ve ozellikle ogretmen adaylarini “ogrenmeyi ogrenme” aliskanligi kazandirmalidir. 3-Bu alanda daha ayrintili, cok yonlu ve genis katilimli calismalar yapilmali ve ozellikle politika yapicilarin dikkatine sunulmalidir.

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Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills&lt;p&gt;Öğretmenlerin yirmi birinci yüzyıl becerileri ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi