1.      Introduction The purpose of this research is to investigate 21st-century skills and how they may be implemented into EFL learners. The 21st-century abilities are documented in the relevant literature, as well as part and place of 21st-century skills in EFL classrooms, with an emphasis on English as a Foreign Language (EFL). In addition, the study's findings revealed that 21st-century abilities are critical in both developed and developing countries' educational systems, particularly in the English language learning domain. It's safe to suppose that today's English language classroom isn't the same as it was 15 - 20 years ago. According to De Oliveira, Shoffner and Angus (2010), an English classroom necessitates a deeper knowledge and application of literacy. English teachers must accept the evolving and adaptable character of languages that findings reveal as varied as the computing, entertainment, interactions, and community, rather than a single al