Purpose: This study investigated how cooperative learning (CL) enhanced 21st century skills and knowledge to assure English as a Foreign Language (EFL) students' employability. Design/methodology/approach: This mixed experimental study comprised a sample of 64 students enrolled in an EFL program at a private university in Ecuador. The experimental group received CL, while the control group had traditional teaching for 14 weeks. Findings: Results showed that CL significantly improved 21st century skills, particularly problem-solving and enhanced the academic performance of English learners, which supports their employability. Participants also had a positive view of CL, noting its effectiveness in developing self-regulated learning skills such as task management, seeking help and self-assessment. Originality/value: The originality of this study lies in its specific focus on the impact of CL on English students' self-regulated learning and 21st social skills in the context of Ecuadorian post-COVID-19 lockdown.