Abstract

In today’s constantly evolving educational environment, teachers face challenges due to the unpredictable and complex nature of the world. Volatility, uncertainty, complexity, and ambiguity (VUCA) characterize this era, influencing how people interact with information and navigate life. This descriptive study examined language teachers’ knowledge, perceptions, and practices regarding the integration of VUCA elements into language teaching. One hundred language teachers participated by completing a questionnaire created by the researchers. The results showed that the teachers were “quite knowledgeable” about integrating VUCA elements and had a “positive perception” of it. Additionally, the study found that these teachers “always practiced” several strategies related to VUCA integration. These strategies included collaborative learning, multimodal instruction, developing language and intercultural competence, creating global connections, integrating technology, engaging in reflective practice, and pursuing continuous professional development. They also “often practiced” flexible lesson planning, fostering resilience and adaptability in learners, using problembased and inquiry-based learning, employing dynamic assessment, and promoting authentic and real-world language use. Therefore, the extensive knowledge of language teachers allows them to design and implement learning environments that truly reflect the complexities of the real world.