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21st-century skills are key words which have been most searched in recent past. Yet, there seems to be amiss on how teachers should be prepared to teach 21st-century skills. Limited research insights imply lack of actionable inputs for design of teacher education programmes. Thus, this study supports the call by reviewing 55 relevant studies, using the systematic literature review (SLR) approach. This study employed a stringent search protocol to confine search to two popular databases—Scopus and Web of Science (WOS). The authors identified two emerging themes and six sub-themes. The three sub-themes under the first theme upskilling and reskilling of in-service teachers in 21st-century skills are: (1). training initiatives, (2). teachers’ experiences in teaching 21st-century skills, and (3). teachers’ perceptions and skill assessment. The other three sub-themes under the second theme professional development of pre-service teachers and 21st-century skills are: (1). pedagogical approaches, (2). technology-based teaching-learning of 21st-century skills, and (3). experience, competence and proficiency in 21st-century skills. Findings suggest the need to focus on targeted interventions, pedagogical tools and resources and peer-based learning, and recommend expanding the list of keywords searched under this study by including specific 21st century skills such as creativity to add a new dimension to their review.

Professional development is one significant mechanism for maintaining a high standard in science teaching. This chapter is intended to provide guidance that stems from best practice, as highlighted in the relevant literature and analysis of the state of science education in the country. The chapter consists of three main sections: the first section reviews what has been published over the past decade, which provides a base of knowledge about the characteristics of effective professional development. The second section depicts the status of professional development in Saudi Arabia, and highlights where we have yet to improve. It draws on the available data and efforts surrounding professional development. The third section attempts to identify the various challenges ahead regarding professional development. Based on these three sections, we propose recommendations for the advancement of science teacher professional development in Saudi Arabia.