This empirical study investigates the relationship between self-concept, spiritual
intelligence, and global skill competencies among prospective teachers in West Tripura,
India. Drawing on a sample of 100 B.Ed. students from IASE, Kunjaban, the study employs
standardized tools to assess participants’ self-perception, spiritual awareness, and 21st
century skill competencies. Using descriptive and inferential statistical analyses, the study
examines how personal, cognitive, and spiritual attributes influence the development of
global skills essential for teacher effectiveness. Findings indicate that higher levels of self
concept and spiritual intelligence are positively associated with enhanced employability,
critical thinking, creativity, digital literacy, and inclusive pedagogical competencies. The
study also highlights the implications of integrating spiritual and personal development into
teacher education curricula, aligning with NEP 2020’s emphasis on holistic, competency
based, and skill-oriented teacher preparation. By bridging psychological constructs and
professional skill development, this research contributes to both theoretical understanding
and practical strategies for cultivating future-ready educators in the Indian context.