Abstract
This study aims to determine whether there is any relationship between students' engagement levels in open and distance learning environments and 21st-century learning skills levels. A correlational survey model was used as the research model. 4629 students studying at the Anadolu University Open Education Faculty in the 2020-2021 academic year were reached through a random sampling method, and data collection tools were uploaded to the Open Education Faculty Student Information System. "21st Century Learning Skills" and "Student Engagement in Open and Distance Learning Environments" scales were used to collect data from the 2784 students who volunteered to participate in the study. The data were analyzed with SPSS 22 and JASP package programs. According to the results obtained from the research findings, it was determined that the engagement levels of the students participating in the research in open and distance learning environments and their 21st-century learning skills levels were above the medium level, they had 21st-century learning skills, and they showed engagement to open and distance learning environments. It was determined that there were statistically significant differences between the 21st-century learning skills of the students participating in the study depending on their age, gender, and education level. It was also determined that there were statistically significant differences between the student engagement levels in open and distance learning environments depending on the gender and educational status of the students participating in the study. It was determined that there was a moderately significant and positive relationship between the engagement levels of the students participating in the study in open and distance learning environments and their 21st-century learning skills levels. According to the results obtained from the research findings, it has been revealed that learners need to improve their 21st-century learning skills in order to increase their engagement to open and distance learning environments.