Abstract
This study aims to examine the contemporary teaching and learning practices employed by pre-service teachers in the twenty-first century and to explore the interrelationship between these pedagogical and learning approaches. In addition to assessing the strategies used to foster effective student learning, the study also evaluates the extent of educators’ knowledge in research-related domains. A quantitative correlational research design was adopted to achieve these objectives. The sample comprised prospective B.Ed. (Hons) students enrolled in morning and evening programs across four public universities in Lahore, Pakistan. Data were collected using two validated instruments: the *21st Century Learning Skills Usage Scale* and the *21st Century Teaching Skills Usage Scale*. The findings reveal that pre-service teachers exhibit a diverse range of twenty-first-century learner competencies, including cognitive skills, autonomy, collaboration, adaptability, and creativity. Furthermore, they demonstrate several teaching competencies aligned with twenty-first-century educational demands, such as administrative effectiveness, techno-pedagogical proficiency, positive instructional strategies, pedagogical flexibility, and the ability to innovate in teaching methods. Statistical analysis indicates a significant positive correlation between the use of 21st-century teaching skills and learning skills. The study concludes with implications for enhancing teacher education programs in light of the evolving demands of contemporary pedagogy.