The 21st Century Skills of Teachers among State Universities and Colleges in MIMAROPA: Basis for a Proposed Training Enhancement Program

Education in this era fosters 21st-century skills to face the challenges and opportunities of today (Begum & Liton , 2018). This study aimed to assess the 21st-century skills of teachers of state universities and colleges in the MIMAROPA region as a basis for the formulation of a training enhancement program. The assessment included evaluations from both students and teachers regarding their 21st-century skills, which were based on the following areas: critical thinking, creativity, communication, collaboration, character, citizenship, and digital literacy skills. The purpose of this study was to find a significant difference in the degree of 21st-century abilities between teachers who were assessed by themselves and students. The researcher used the descriptive approach to characterize the instructors' 21st-century talents, as well as the substantial difference in 21st-century skill levels when respondents were judged by themselves and students. Findings revealed that teachers’ level of 21st-century skills as assessed by themselves in terms of creativity (4.57), collaboration (4.51), character (4.64), and citizenship (4.61) are very high. However, their critical thinking (4.29) and computer literacy (4.15) abilities are shown to be high. As assessed by the students, teachers' critical thinking (4.52), creativity (4.56), collaboration (4.53), character (4.61), and citizenship skills (4.61) are very high, while their communication (weighted mean: 4.48) and digital literacy (4.4) are found to be high. The study found no significant difference in teachers' 21st-century competencies as rated by themselves or their students.

21st century skills, digital literacy skills, critical thinking

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