INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue IIIS October 2025 | Special Issue on Education
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The 21st Century Skills of Teachers among State Universities and
Colleges in MIMAROPA: Basis for a Proposed Training
Enhancement Program
Evelyn B. Modesto
Polytechnic University of the Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0606
Received: 20 October 2025; Accepted: 26 October 2025; Published: 07 November 2025
ABSTRACT
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.
Keywords: 21
st
century skills, digital literacy skills, critical thinking, collaboration, digital literacy
INTRODUCTION
At every level of the educational process, from elementary school to higher education, teachers bear the major
role in helping learners develop 21st-century abilities, which are crucial for the advancement of their futures in
both their personal and professional lives. (Anagün, Atalay, Kılıç & Yaşar, 2016; Abdullo et al., 2022).
Teachers should cultivate 21st-century abilities such as communication, creativity, innovation, metacognition,
and problem-solving (Rodrigo et al., 2021).
In order to produce fruitful new generations in terms of both academic ability and fundamental everyday
abilities, New Pedagogies for Deep Learning by Fullan and Miller (2015) did not only focus on teaching
students the most important learning skills—communication, creativity, critical thinking, and teamwork—but
also the newest citizenship, culture, and character traits in light of their future success as individuals and a s
global citizens. Miller (2015) proposed two additional Cs: Connectivity and Citizenship, whereas Fullan (2015)
used the terms "Character Education" and "Culture." Additionally, educational institutions play a significant
role in helping students develop their digital literacy abilities since they are among the entities that equip
learners to face and conquer challenges of the twenty-first century. In this sense, it is recommended that
teachers become more proficient in line with standards, especially those related to digital literacy (Spante,
Hashemi, Lundin, et al., 2018).
As a result, equipping teachers with 21st-century skills not only improves their effectiveness as educators but
also makes it easier for a skills-based education strategy to be successfully implemented, increasing their
effectiveness and efficiency in accomplishing educational objectives.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue IIIS October 2025 | Special Issue on Education
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These categories were adopted for the current study to structure teacher-identified competencies..This paper
sought to investigate the level of 21st-century skills of teachers in State Universities and Colleges (SUCs) in
the MIMAROPA Region, particularly on the 7 C’s, which are communication, collaboration, critical thinking,
creativity, character, citizenship, and digital literacy skills. Furthermore, this study will determine how close or
far the region IV-B state universities and colleges are able to keep up with the advancements in 21st-century
education. The results of this study will be the factual basis of the educational field for the continuous
enhancement and monitoring of the application of these vital skills in the teaching and learning process.
METHODS
The researcher utilized the descriptive method of research. A descriptive analysis of a survey on teachers' 21st-
century skills, including critical thinking, creativity, communication, collaboration, character, citizenship, and
digital literacy, was used to reveal the significant differences between self-assessment and student assessment.
The Cochran formula was used to limit the appropriate sample size; the study has a total respondent of 215
composed of teachers and students in Occidental Mindoro State College (11, 97), Mindoro State University (6,
30), Marinduque State College (9, 21), and Palawan State University (6, 35). The stratified sampling technique
was employed to form smaller groups that accurately represent the population under study, ensuring that these
groups share similar characteristics.
A researcher-made questionnaire was the main instrument used in this study in assessing the 21st-century skills
of teachers in the state universities and colleges in the MIMAROPA Region. It contained two parts: the profile
of the respondents and the closed-ended questions, specifically a Likert survey questionnaire that refers to the
assessment of the 21st-century skills of teachers in the state universities and colleges. The researcher first
sought ethical clearance from the University Research Ethics Committee and, with the supervision of the
adviser, formally sought approval from the SUCs to distribute the researcher-made questionnaire via Google
Forms. Upon receiving approval, the researcher distributed the link to the questionnaire to Marinduque State
College and Palawan State University. The researcher administered the instrument personally to Occidental
Mindoro State College and Mindoro State University.
The results were tallied, tabulated, and interpreted. The researcher applied various statistical techniques to the
collected data. Mean and T-tests were applied in order to impartially evaluate and understand the data.
RESULTS AND DISCUSSION
The Level of Teachers 21st Century Skills as Assessed by Themselves
Table 1. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms
of Critical Thinking
Statement
Mean
Verbal Description
1. I can evaluate information objectively.
4
High
2. I consider counter examples and counter pieces of evidence.
4.4
High
3. I consider alternatives and multiple perspectives.
4.54
Very high
4. I can reflect on vital ideas.
4.46
High
5. I can sort multiple types of data.
4.2
High
6. I examine assumptions.
4.14
High
7. I assess the validity of claims.
4.31
High
8. I display creative, imaginative, and curious ideas.
4.11
High
9. I welcome problem solving.
4.4
High
10. I trust student reasoning and experiences
4.34
High
Overall Mean
4.29
High
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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The table reveals that the statement "Teachers consider alternatives and multiple perspectives" attained the
highest mean of 4.54, described as "very high." On the other hand, the statement "Teachers can evaluate
information objectively" got the lowest mean of 4, described as "high." The overall mean of 4.29 concludes
that teachers’ 21st-century skills in terms of critical thinking are high.
The results show that teachers continue to value this aspect of the learning process. Prospective instructors
should be able to handle issues critically to mentor their students through the teaching-learning process and
assist them in developing their problem-solving skills. For example, Sandoval et al.'s (2018) study on teacher
development asserted that teacher learning and thinking were highly valuable in promoting students'
intellectual processes. It was designed to assess student results and alter the way teachers think and learn.
Additionally, the above analysis can be associated with the assertion of Sabado (2016) that teachers should
develop critical thinking skills in order for them to become parallel with the educational standards around the
world.
Table 2. Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms of
Creativity
Statement
Mean
Verbal Description
1. I am open to new ideas even if they are initially strange.
4.66
Very high
2. I make sure that my students don't have so much homework that it
prevents them from being creative.
4.69
Very high
3. I encourage my students to spend time in fostering their concepts
and turning them into something valuable.
4.4
High
4. I suspend judgement until I have all the needed information.
4.63
Very high
5. I believe that there are multiple approaches to do things and to
solve problems.
4.63
Very high
6. I engage my students and help them to be more creative in their
activities because they have different gifts and abilities.
4.69
Very high
7. I ask the students to generate their own solutions.
4.51
Very high
8. I create assignments and tests that use creative thinking
4.34
High
Overall Mean
4.57
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table above presents that the teachers ensure that their students do not have so much homework that it
hinders them from being creative. It achieved the highest mean of 4.69, which is classified as very high.
However, teachers who create assignments and tests that use creative thinking obtained the lowest mean of
4.34, described as high. The overall mean of 4.57 concludes that the level of teachers' 21st-century skills as
assessed by themselves in terms of creativity is very high.
It implies that teachers are highly effective in creating an environment that supports and enhances student
creativity. They are particularly adept at balancing homework with creative time and engaging students in
activities that recognize their individual strengths.
This finding supports Stauffer's (2022) theory that creativity allows teachers to interpret ideas in new ways,
perhaps leading to innovation. Furthermore, because higher education has undergone a dramatic
transformation, shifting from a face-to-face, campus-based lecture model to a more student-centered strategy
that includes online and hybrid instruction (Khamis, Naseem, Khamis, & Petrucka, 2021; Oweis, Natour,
Muhaisen, & Bader, 2022), instructors must investigate, develop, and use creativity to successfully assist
learning (Fischer & Tatomir, 2022).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Table 3. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms
of Communication
Statement
Mean
Verbal Description
1. I communicate effectively through phone calls, emails and an in-person
meeting.
4.31
High
2. I create an open-door policy allowing students to contact me with any
concerns at any time.
4.4
High
3. I give my students the chance to obtain feedback on their work and ask
questions.
4.57
Very high
4. I use appropriate gestures to emphasize my words.
4.57
Very high
5. I get down to my student’s level and talk quietly about their behavior.
4.23
High
6. I listen carefully to what my students say, build on their ideas and
question them.
4.6
Very high
7. I usually give positive feedback that builds my students confidence.
4.46
High
8. I employ modern teaching tools like computers, movies, and internet
resources in my instruction.
4.46
High
Overall Mean
4.45
High
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table above implies that the teachers listen carefully to what my students say, build on their ideas, and
question them, obtaining the highest mean of 4.6, described as very high. However, the statement “The
teachers get down to the student’s level and talk quietly about their behavior” obtained the lowest mean of
4.23, described as high. The overall mean of 4.45 concludes that the level of teachers' 21st-century skills as
assessed by themselves in terms of communication is high.
It implies that teachers are highly proficient in paying close attention to what their students say, expanding on
their concepts, and posing questions. They are well-equipped with strong communication skills, which are
essential for effective teaching and fostering a supportive learning environment.
This finding is strengthened by Sinha (2022), who stated that effective communication skills are significant for
teachers not only because they are used to interact with their students but also with other colleagues and school
staff members. When teachers possess strong communication skills, they can easily handle classroom
management and conflict resolution. It is further substantiated by Kareva (n.d.) stating that successful
classroom communication is closely related to what the existing literature refers to as "effective teaching," and
it is asserted that productive teachers should have a variety of qualities, including strong managerial,
organizational, and communication skills. Lastly, this also supports the finding of Alamger et al. (2017) that
good communication skills of teachers are the basic need for academic success of students and professional
success in life.
Table 4. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms
of Collaboration
Statement
Mean
Verbal Description
1. I support a close alignment between the team's vision and the work
being done.
4.4
High
2. I spend time getting to know my students, learning about their
interests, and developing a personal connection.
4.46
High
3. I am used to being fully present in my class and seeing the best in
them.
4.25
High
4. I celebrate my students’ accomplishments.
4.57
Very high
5. I recognize students’ contributions.
4.71
Very high
6. I strengthen the climate of trust to establish a safe environment.
4.6
Very high
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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7. I engage students in shared work.
4.51
Very high
8. I let my students voice their perspectives in order to reach an
agreement or make judgments.
4.54
Very high
9. I use dialogues allowing my students to share and actively listen, state
beliefs and bear tension of ambiguity.
4.49
High
10. I urge the group to handle disagreements by giving others space, time,
tolerance, and support while they process their feelings.
4.54
Very high
Overall Mean
4.51
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table above shows that the item, "Teachers who acknowledge students' efforts," had the greatest mean of
4.71, which is considered "very high." On the other hand, teachers who were completely present in their class
and saw the best in their pupils received the lowest mean of 4.25. The overall mean of 4.51 concluded that the
level of teachers' 21st-century skills as assessed by themselves in terms of collaboration is very high.
Teachers are particularly effective in recognizing and celebrating students' contributions and accomplishments,
fostering a positive and encouraging classroom environment. The results prove that teachers demonstrate
strong collaborative skills, essential for creating a supportive and cohesive learning environment.
These results may be associated with Darling-Hammond et al.'s (2017) stance that when students are engaged
in effective collaborative structures with their teachers, allowing them to learn things with them, positive
achievement happens. Furthermore, collaboration among educators has been identified as a critical aspect of
inclusive schools (Finkelstein et al., 2019).
Table 5. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms
of Character
Statement
Mean
Verbal Description
1. I am willing to learn and value the contributions that students make in
the classroom.
4.86
Very high
2. I show respect and decency to my students.
4.71
Very high
3. I try to comprehend challenging circumstances to relate and address the
pain of my students.
4.69
Very high
4. I approach my lessons with a spirit of openness and acceptance.
4.57
Very high
5. I foster a close-knit community among my students to encourage a
humanitarian educational experience
4.6
Very high
6. I eagerly and thoroughly listen, taking in all spoken words, body
language, and silence.
4.63
Very high
7. I provide students with chances to think, feel, and express themselves.
4.43
High
8. I give everyone in the classroom my whole attention and radiate light.
4.66
Very high
9. I cultivate an environment that upholds tolerance and respect.
4.63
Very high
Overall Mean
4.64
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table demonstrates that teachers willing to learn and value the contributions that students make in the
classroom received the highest mean of 4.86, which is classified as extremely high. On the other hand, the
teachers provide students with chances to think, feel, and express themselves, obtaining the lowest mean of
4.43. The overall mean of 4.64 concludes that the level of teachers' 21st-century skills as assessed by
themselves in terms of character is very high.
These findings underscore the educators' commitment to valuing and incorporating student perspectives into
their teaching practices. This suggests a strong foundation in creating a positive classroom environment based
on mutual respect and openness to learning.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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This analysis is supported by Wirth and Perkins (2013), who revealed that teacher personality has a big
contribution to students’ behavior in the classroom and has an effect on students' academic performance.
Table 6. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms
of Citizenship
Statement
Mean
Verbal Description
1. I value and respect cultural differences among my students.
4.8
Very high
2. I provide a variety of exercises in the class and talk about the
advantages of diversity.
4.54
Very high
3. I give my students the self-assurance they need to advocate for
themselves.
4.69
Very high
4. I help my students feel empowered to voice their ideas through creative
posters emphasizing respect and dignity.
4.57
Very high
5. I value my students’ decisions and encourage them to be responsible
for their actions.
4.74
Very high
6. I take advantage of this and urge students to blog about the good things
they see in the classroom so they can show off their writing abilities
and support one another.
4.26
High
7. I guide my students in coming up with suggestions for sustaining
kindness outside of the classroom.
4.63
Very high
8. I come up with original ideas for educating life lessons and cultivating
responsible digital learners.
4.66
Very high
9. I employ problem solving skills with real world issues.
4.57
Very high
10. In my affective assessments, I typically include real-world problems
that young people and society are confronting.
4.6
Very high
Overall Mean
4.61
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table above shows that teachers value and accept cultural differences among their students, with the
highest mean of 4.8, classified as extremely high. On the other hand, teachers take advantage and urge students
to blog about the good things they see in the classroom so they can show off their writing abilities and support
one another. The lowest mean of 4.26, described as high, was obtained. The overall mean of 4.61, described as
the level of teachers' 21st-century skills as assessed by themselves in terms of citizenship, is very high.
This result implies that teachers excel at fostering a classroom environment that values cultural differences and
promotes responsibility among students. Teachers are excellent in respecting cultural diversity and
encouraging students to take ownership of their decisions and actions. However, there are areas identified for
potential improvement. For instance, incorporating blogging activities where students can display their writing
skills and provide constructive comments to peers received a lower score. Similarly, integrating diverse
activities into lessons and discussing the benefits of diversity also received a slightly lower rating compared to
the top-ranked aspects. Overall, it suggests a strong commitment to promoting cultural awareness and personal
responsibility among students.
This result is related to the idea of CareCheck (2021), which stated that regardless of the class or group of
students, there should be a diverse set of educational opportunities, so every teacher must be able to think
beyond expectations to meet the needs of each learner, taking into account their unique culture and beliefs.
Furthermore, this finding is supported by Göncz's (2017) personality research findings, which show that
teachers' personalities are the best starting point when combined with current knowledge of small group
management and learning theory features.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Table 7. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by Themselves in Terms
of Digital Literacy Skills
Statement
Mean
Verbal Description
1. I can use, access, evaluate and communicate across digital platforms.
4.34
High
2. I prepare lessons with graphic learning like PowerPoint, movies, etc. to
make classes more interesting.
4.34
High
3. In the process of teaching and learning, I incorporate pertinent movies and
visuals.
4.29
High
4. I show creativity in my presentations to students.
4.29
High
5. I am confident in using application software in teaching.
4.14
High
6. I develop my own videos and use them in teaching.
3.6
High
7. I help students use digital knowledge and explore different platforms
appropriately.
4.23
High
8. I make consistent use of digital platforms to improve student-teacher
collaboration.
4.06
High
9. I use ICT in the provision of remedial or enrichment support to my
students.
4
High
10. I use ICT in assessing my students learning through tests.
4.17
High
Overall Mean
4.15
High
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table above shows that the item "teachers can utilize, access, evaluate, and communicate across digital
platforms, as well as design lessons with graphic learning tools such as PowerPoint, videos, and so on to make
courses more exciting" has the highest mean of 4.34, which is classified as high. On the other hand, the
teachers who develop their own videos and use them in teaching obtain the lowest mean of 3.6, described as
high. The overall mean of 4.15 concludes that the level of teachers' 21st-century skills as assessed by
themselves in terms of digital literacy skills is high.
It implies that teachers are generally proficient in utilizing digital tools and platforms to enhance their teaching
effectiveness and creativity. However, there is room for improvement in areas such as creating their own
videos and using ICT for remedial or enrichment purposes. Focusing on professional development in these
areas could help teachers further enhance their digital literacy skills, ultimately benefiting their students'
learning experiences.
The preceding study may be linked to Avci and Ergun (2019), who argue that teachers must improve their
skills in a digitally rich academic setting to be more effective in teaching digital students who are clearly
immersed in digital media culture. The result is contrary to Zakharov, Komarova, Baranova, et al. (2022) who
conducted a study that looked at Russian teachers' pedagogical and digital competency. According to the
findings, general education teachers' ICT proficiency was either average or moderate.
Table 8. The Level of Teachers 21st Century Skills as Assessed by Themselves in terms of Critical Thinking;
Creativity; Communication; Collaboration; Character; Citizenship; and Digital Literacy Skills
Teachers
Mean
Verbal Description
Critical thinking
4.29
High
Creativity
4.57
Very high
Communication
4.45
High
Collaboration
4.51
Very high
Character
4.64
Very high
Citizenship
4.61
Very high
Digital Literacy Skills
4.15
High
Overall Mean
4.46
High
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Table 8 illustrates that teachers' character skills had the highest mean of 4.64, followed by the citizenship
abilities with a mean of 4.61; both are described as very high. Nevertheless, their computer literacy abilities
have the lowest mean of 4.15, which is regarded as high, followed by critical thinking skills with a mean of
4.29, which further qualifies as high.
This result is in contrast with a study by Zakharov, Komarova, Baranova, et al. (2022), which examined
pedagogic and digital skills and discovered that general education organization teachers had an average to
moderate level of digital competency.
The Level of Teachers 21st Century Skills as Assessed by their Learners
Table 9. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by the Learners in Terms
of Critical Thinking
My Teacher ….
Mean
Verbal Description
1. Can evaluate information objectively
4.42
High
2. Considers counter examples and counter pieces of evidence.
4.48
High
3. Considers alternatives and multiple perspectives.
4.5
High
4. Can reflect on vital ideas.
4.56
Very high
5. Can sort multiple types of data.
4.48
High
6. Examines assumptions.
4.41
High
7. Assesses the validity of claims.
4.47
High
8. Displays creative, imaginative and curious ideas.
4.61
Very high
9. Welcomes problem solving.
4.61
Very high
10. Trusts students reasoning and experiences
4.62
Very high
Overall Mean
4.52
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table above shows that, as assessed by the students, "teachers who trust their students' reasoning and
experiences" obtain the highest mean of 4.62, described as very high. On the other hand, according to the
students, "teachers examining assumptions" obtained the lowest mean of 4.41, described as high. The overall
mean of 4.52 concludes that the level of teachers' 21st-century skills as evaluated by their learners in terms of
critical thinking is very high.
Students regard their teachers as skilled in believing in their ideas and personal experiences, as well as in
students' ability to be creative and innovative, and they have a strong expectation for their ideas. Meanwhile,
there is space for development in how teachers examine expectations and appropriately assess material.
Overall, high scores indicate that teachers possess the critical thinking skills required in 21st-century
classrooms.
This result is a challenge to the notion put forward by Norris (2019), who claimed that teachers as well as the
learners should possess the critical thinking skills starting from an early phase and throughout life. Twenty-first
century education requires critical thinkers who are able to reason and analyze information and find the most
appropriate and vital solutions to end the issues and problems.
Table 10. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by the Learners in Terms
of Creativity
My Teacher ….
Mean
Verbal Description
1. ..is open to new ideas even if they are initially strange.
4.6
Very high
2. Makes sure that students don't have so much homework that it
prevents them from being creative.
4.67
Very high
3. Encourages students to spend time in fostering their concepts and
turning them into something valuable.
4.37
High
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4. Suspends judgement until have all the needed information.
4.6
Very high
5. Believes that there are multiple approaches to do things and to solve
problems.
4.68
Very high
6. Engages students and help them to be more creative in their activities
because they have different gifts and abilities.
4.66
Very high
7. Asks the students to generate their own solutions.
4.55
Very high
8. Creates assignments and tests that use creative thinking
4.36
High
Overall Mean
4.56
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table shows that students want professors to believe in more than one technique for accomplishing tasks
and explaining challenges, with the highest mean of 4.68, which is assessed as extremely high. They also
believe that their teachers create assignments and tests that require creative thinking, with the lowest mean of
4. The overall weighted mean of 4.56 concludes that teachers' creativity is very high.
It means that students regard their professors as very skilled at believing in student ideas and personal
experiences and as creative and imaginative. Teachers also have high expectations for the students' ideas.
However, there is room for improvement in how teachers examine expectations and appropriately assess
material. They also believed that teachers possess the critical thinking skills required in 21st-century
classrooms.
This is in line with Liu et al. (2022) who asserts that creativity is crucial for both teaching and learning in the
educational setting. It takes creativity on the part of teachers to hold students' attention, keep them engaged,
and keep them motivated both within and outside of the classroom. Additionally, learning can be made more
realistic, relevant, challenging, and exhilarating through creative teaching.
Table 11. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by their Learners in
Terms of Communication
My Teacher ….
Mean
Verbal Description
1. Communicates effectively through phone calls, emails and an in-
person meeting.
4.35
High
2. Creates an open-door policy allowing students to contact with any
concerns at any time.
4.36
High
3. Gives students the chance to obtain feedback on their work and ask
questions.
4.58
Very high
4. Uses appropriate gestures to emphasize my words.
4.49
High
5. Gets down to student’s level and talk quietly about their behaviour.
4.31
High
6. Listens carefully to what students say, build on their ideas and
question them.
4.58
Very high
7. Usually gives positive feedback that builds students confidence.
4.58
Very high
8. Employs modern teaching tools like computers, movies, and internet
resources in instruction.
4.62
Very high
Overall Mean
4.48
High
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table suggests that students believe that teachers use modern teaching tools like computers, videos, and
internet resources in instruction, with the highest mean of 4.62, described as extremely high. On the contrary,
"the teachers get down to students’ level and talk quietly about their behavior" got the lowest mean of 4.31,
described as high.
It means that teachers are highly effective in the preparation of updated instructional materials for teaching and
learning inside the classroom. However, it is evident that there is a need for slight improvement by getting
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down to students’ level and considering their behavior. Also, teachers must provide more accessible phone
calls, emails, and in-person meetings when necessary.
The findings support Sinha's (2022) thesis, which states that children can be understood more effectively if
their professors have strong communication skills and devote sufficient time to bonding with them. Teachers'
effective communication abilities are vital not only for successful classroom management but also for building
strong relationships with the students.
Table 12. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by the Learners in Terms
of Collaboration
My Teacher ….
Mean
Verbal Description
1. Supports a close alignment between the team's vision and the work
being done.
4.52
Very high
2. Spends time getting to know students, learning about their interests,
and developing a personal connection.
4.52
Very high
3. …is used to being fully present in class and seeing the best in
students
4.49
High
4. Celebrates students’ accomplishments.
4.39
High
5. Recognizes students’ contributions.
4.5
Very high
6. Strengthens the climate of trust to establish a safe environment.
4.51
Very high
7. Engages students in shared work.
4.59
Very high
8. Let students voice their perspectives in order to reach an agreement
or make judgments.
4.61
Very high
9. Uses dialogues allowing students to share and actively listen, state
beliefs and bear tension of ambiguity.
4.6
Very high
10. Urges the group to handle disagreements by giving others space,
time, tolerance, and support while they process their feelings.
4.54
Very high
Overall Mean
4.53
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The results show that the students' assessment indicates that professors are allowing students to share their
opinions in order to reach an agreement or make judgments, with the highest mean of 4.61, which is classified
as extremely high. On the other hand, the statement "the teacher celebrates with the students'
accomplishments" received the lowest average of 4.39. The aggregate mean of 4.53 indicated that instructors'
collaboration abilities are really excellent.
It indicates that teachers are practically effective in letting students share their understanding of the concepts,
and they are given the freedom to decide on their own. However, teachers must enhance their ability to share
their happiness over their students' accomplishments in class and to be totally present with their students whil e
they give their all to participate in learning activities. Overall, they demonstrate excellent collaboration skills
essential to the present classroom setting.
The result can be associated with the notion of Schwab (2017), who states that in an inclusive classroom,
students prefer teachers who appreciate them working in teams and deciding on their best ideas, as they feel
they are supported in achieving their given tasks.
Table 13. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by the Learners in Terms
of Character
My Teacher ….
Mean
Verbal Description
1. …is willing to learn and value the contributions that students make in
the classroom.
4.7
Very high
2. Shows respect and decency to students.
4.56
Very high
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3. Tries to comprehend challenging circumstances to relate and address
the pain of students.
4.69
Very high
4. Approaches lessons with a spirit of openness and acceptance.
4.61
Very high
5. Fosters a close-knit community among students to encourage a
humanitarian educational experience
4.6
Very high
6. Eagerly and thoroughly listens, taking in all spoken words, body
language, and silence.
4.61
Very high
7. Provide students with chances to think, feel, and express themselves.
4.53
Very high
8. Gives everyone in the classroom whole attention and radiate light.
4.62
Very high
9. Cultivates an environment that upholds tolerance and respect.
4.55
Very high
Overall Mean
4.61
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The table displays that as assessed by the students, the item "teachers feel willing to learn and value the
contributions that students make in the classroom" obtains the highest mean of 4.7, described as "very high."
However, the item teachers offer opportunities for students to feel, reflect, and express themselves, got the
lowest mean of 4.53, described as very high. The overall mean of 4.61, described as very high, means that
teachers' character skills are evident.
This implies that teachers excel at appreciating students’ achievement inside the classroom, and they do their
best to let students feel they are understood in their pains. However, the results show that teachers need to
improve on encouraging their students to practice freedom in expressing themselves and creating an
atmosphere where students become respectful and open-minded. Overall, with an average of 4.61, teachers are
perceived to have excellent character skills. This skill is very significant in the method of teaching and
learning.
These results corroborate those of Lukman et al. (2021), who found that effective learning occurs when
teachers treat students like friends, are able to serve as role models, and are disciplined, fair, and fun. Table
Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by the Learners in Terms of
Citizenship
My Teacher ….
Mean
Verbal Description
1. Values and respect cultural differences among students.
4.74
Very high
2. Provides a variety of exercises in the class and talk about the
advantages of diversity.
4.65
Very high
3. Gives students the self-assurance they need to advocate for
themselves.
4.6
Very high
4. Helps students feel empowered to voice their ideas through creative
posters emphasizing respect and dignity.
4.6
Very high
5. Values students’ decisions and encourage them to be responsible for
their actions.
4.68
Very high
6. Urges students to blog about the good things they see in the
classroom so they can show off their writing abilities and support one
another.
4.41
High
7. Guides students in coming up with suggestions for sustaining
kindness outside of the classroom.
4.56
Very high
8. Comes up with original ideas for educating life lessons and
cultivating responsible digital learners.
4.58
Very high
9. Employs problem solving skills with real world issues.
4.6
Very high
10. In affective assessments, he/she typically includes real-world
problems that young people and society are confronting.
4.62
Very high
Overall Mean
4.61
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
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The table asserts that according to the students, “teachers value and respect differences among students” had
the highest mean of 4.74, described as “very high.” On the contrary, the statement that the teachers motivate
students to blog about the good things they see in the classroom so they can show off their writing abilities and
support one another and guide students in coming up with suggestions for sustaining kindness outside of the
classroom earned the lowest mean of 4.56, described as “very high.”
It emphasizes that teachers excel at fostering the best values so that their students feel respected for their
cultural diversities. Also, teachers possess the skill of appreciating students’ decisions and helping them to be
responsible for whatever consequences their actions might have. However, there are areas identified for
significant improvement in letting students post their positive feedback to their peers and setting an example
for developing a spirit of kindness outside the classroom. Overall, teachers have very high citizenship skills as
assessed by their students.
This result is amplified in the concept of Berry (2023), who highlights that citizenship plays a vital role in the
classroom, for it develops a stronger and tougher commitment to doing good in the world.
Table 15. Mean Distribution on the Level of Teachers 21st Century Skills as Assessed by the Learners in Terms
of Digital Literacy Skills
My Teacher ….
Mean
Verbal Description
1. Can use, access, evaluate and communicate across digital platforms.
4.53
Very high
2. Prepares lessons with graphic learning like PowerPoint, movies, etc. to
make classes more interesting.
4.59
Very high
3. In the process of teaching and learning, he/she incorporates pertinent
movies and visuals.
4.57
Very high
4. Shows creativity in presentations to students.
4.44
High
5. …is confident in using application software in teaching.
4.41
High
6. Develops own videos and use them in teaching.
4.06
High
7. Helps students use digital knowledge and explore different platforms
appropriately.
4.44
High
8. Makes consistent use of digital platforms to improve student-teacher
collaboration.
4.48
High
9. Uses ICT in the provision of remedial or enrichment support to
students.
4.4
High
10. Uses ICT in assessing students learning through tests.
4.44
High
Overall Mean
4.44
High
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
The data illustrates that, as rated by the students, teachers planning lessons using graphic learning like
PowerPoint, movies, etc. to make classes more entertaining obtained the highest mean of 4.59, described as
very high. However, teachers who make their own movies and use them in teaching received the lowest mean
of 4.06, which is classified as high. The overall mean of 4.4 proves that teachers’ digital literacy skills are high.
This finding indicates that teachers are designing educational materials employing media with careful attention
for the high degree of interest among students. Nevertheless, there are valuable areas for improvement since
students expect them to possess skills in preparing their own video presentations and use ICT for remedial and
enhancement activities. Overall, teachers are assessed as having quite a bit of proficiency in their digital
literacy skills.
Omosekejimi (2018) concluded that ICT and digital literacy skills are the best tools for effective teaching and
learning in education. Digitally literate teachers can easily find teaching materials, complement classroom
instructional aids, and improve knowledge retention among learners.
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Table 16. The Level of Teachers 21st Century Skills as Assessed by their Learners in terms of Critical
Thinking; Creativity; Communication; Collaboration; Character; Citizenship; and Digital Literacy Skills
Students
Mean
Verbal Description
Critical thinking
4.52
Very high
Creativity
4.56
Very high
Communication
4.48
High
Collaboration
4.53
Very high
Character
4.61
Very high
Citizenship
4.61
Very high
Digital Literacy Skills
4.44
High
Overall Mean
4.54
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
Table 17 shows that students rated their teachers' character and citizenship abilities as very high (4.61),
followed by their creativity skills, which had a mean of 4.56 and were regarded as very high.
The findings coincide with the results of the study conducted by Atmojo et al. (2022), showing that the digital
literacy levels of the classroom teachers were in the range of very low to high.
Table 17. The Level of Teachers 21st Century Skills as Assessed by their Learners in terms of Critical
Thinking; Creativity; Communication; Collaboration; Character; Citizenship; and Digital Literacy Skills
Students
Mean
Verbal Description
Critical thinking
4.52
Very high
Creativity
4.56
Very high
Communication
4.48
High
Collaboration
4.53
Very high
Character
4.61
Very high
Citizenship
4.61
Very high
Digital Literacy Skills
4.44
High
Overall Mean
4.54
Very high
Scale: 1.0-1.5 Very Low; 1.51-2.5 Low; 2.51-3.5 Moderate; 3.51-4.5 High; 4.51-5.0 Very High
Table 17 demonstrates that students rate instructors' character skills and citizenship (4.61) and creativity (4.56)
skills as very high. However, their digital literacy skills obtained the lowest mean of 4.44, described as high,
followed by communication skills with a mean of 4.48, interpreted as high.
The findings coincide with the results of the study conducted by Atmojo et al. (2022), showing that the digital
literacy levels of the classroom teachers were in the range of very low to high.
On the contrary, Gudmundsdottir and Hatlevik (2018) discovered that teacher educators' digital skills and
competencies were frequently reported to be low. As a result, Starkey (2020) proposed that the digital
literacies, skills, and capacities are arguably very crucial for teacher educators, who are tasked with preparing
students and teachers to operate in 'digitally infused' education systems.
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Significant Difference on the Level of 21st Century Skills of Teachers when Assessed by Themselves and
by their Learners
Table 18. Significant Difference on the Level of 21st Century Skills of Teachers when Assessed by Themselves
and by their Learners
Teachers Vs. Students Assessed
T-computed
P-value
Description
Critical thinking
-4.44
0.002
Significant
Creativity
0.54
0.61
Not Significant
Communication
-1.16
0.28
Not Significant
Collaboration
-0.45
0.66
Not Significant
Character
1.22
0.26
Not Significant
Citizenship
0.08
0.94
Not Significant
Digital Literacy Skills
-8.86
0.0000094
Significant
Overall
-1.5165
0.18016
Not Significant
The table showed how teacher levels of 21st-century skills varied depending on whether they were evaluated
by their students or by themselves. The p-value must be less than 0.05 in order for the null hypothesis to be
rejected statistically using a t-test.
The table above shows that the p-value for the level of 21st-century abilities of instructors as rated by
themselves and their students in terms of critical thinking is 0.002, and the digital literacy skill is 0.000009 4,
which is less than 0.05. As a result, there is a significant difference in teachers' 21st-century skills as perceived
by themselves and their students in terms of critical thinking and digital literacy. However, the results suggest
that there is no significant difference in the assessment of teachers' creativity, communication, collaboration,
character, and citizenship skills compared to students (p-value > 0.05).
Generally, teachers with 21st-century skills score 0.18016 when evaluated by themselves and their students,
which is greater than 0.5. As a result, the researchers can conclude that there is no significant difference in the
level of 21st-century skills of teachers as perceived by themselves and their students. Thus, the null hypothesis
is accepted.
CONCLUSIONS
1. The level of teachers’ 21st-century skills as assessed by themselves in terms of critical thinking,
communication skills, and digital literacy skills was high, while creativity, collaboration, character, and
citizenship skills were very high.
2. The level of teachers' 21st-century skills as evaluated by the students in terms of communication and
digital literacy skills was high, while their critical thinking, creativity, collaboration, character, and
citizenship skills were very high.
3. There was no significant difference in the level of 21st-century skills of teachers as assessed by the
students and themselves..
RECOMMENDATIONS
1. The teachers' proficiency in critical thinking, communication, and digital literacy skills must be
enhanced. Teachers should be engaged in complex problems and systems thinking where they can
practice this skill. Attending training and seminars is one of the best solutions. The school
administrators may utilize the implementation of academic supervision. The purpose of academic
supervision is to assess a teacher's technological proficiency in the classroom in relation to the learning
objectives or program to be implemented.
2. Teachers should improve themselves in their communication and digital literacy skills. Seminars like
"Developing a Positive Relationship: Enhancing Teachers' Communication Abilities to Engage Students
and Parents" may enhance teachers' relationships with their students. Educational institutions may
consider implementing and integrating the Training Enhancement Program proposed in this paper,
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aiming to prepare their educators to become potentially competent in all aspects of 21st-century skills.
A training program is designed to ensure its applicability and relevance to the specific needs of teachers
in the 21st-century classroom.
Proposed 21
st
Century Skills Training Enhancement Program
Introduction
To improve college instructors' critical thinking, communication, and digital literacy, a thorough training
enhancement program can be put in place. The goal of this program is to provide educators with the know-how
they need to better support students' critical thinking, communication skills, and digital literacy. In the quickly
changing world of today, college instructors must possess critical thinking, communication, and digital literacy
abilities in order to effectively engage and educate their students. With these abilities, educators can encourage
self-directed thinking, support clear communication, and confidently traverse the digital terrain. Educators
ought to be trained in digital literacy because digital tools and platforms are used in teaching more and more.
Teachers can create a more dynamic and engaging learning environment for students by improving these skills.
This training enhancement program is intended for 30 days of implementation.
General Objectives:
1. To give college instructors the critical thinking abilities they need to improve their instruction and
encourage participation and learning from their students. The curriculum will emphasize many facets
of critical thinking and offer useful tactics that may be used in college classrooms.
2. To impart excellent communication skills to college instructors so they may better engage students,
give lectures, lead debates, and give feedback. Teachers may create an engaging and self-motivated
learning environment that encourages student involvement and academic success by honing their
communication skills.
3. To equip college instructors with the digital literacy abilities they'll need to successfully incorporate
technology into their instruction. Enhancing their digital literacy abilities will enable educators to
provide captivating and dynamic learning opportunities for learners, promote virtual cooperation, and
utilize digital resources for efficient teaching and evaluation.
Areas of Concern
Specific Objectives
Intervention/
Activities
Time
Frame/
Number
of hours
Evaluation
Success
Indicator
CRITICAL
THINKING
SKILLS
Introduction to
Critical Thinking
Analytical
Thinking
Problem-Solving
Decision-Making
1. Define critical
thinking and its
significance in education
2. Explore the benefits
of enhacing critical
thinking skills for
teachers and students
3. Discuss the role of
critical thinking in
fostering independent
and analytical thinking
1. Teach techniques for
analyzing complex
problems and breaking
them down into
manageable parts
2. Introduce methods for
identifying patterns,
connections, and
relationships within data
or information
A combination of
interactive seminars,
talks, debates in
groups, and practical
exercises
Case studies and
actual situations to
demonstrate the
principles of critical
thinking
Assign teachers to
group projects and
problem-solving
exercises to put
newly acquired
abilities to use.
Offer reading lists,
internet resources,
and resource
materials to support
more practice and
8 hours
8 hours
16 hours
Conduct of
post-training
assessments
to measure
teachers'
growth in
critical
thinking
skills
Teachers are
able to
evaluate
data, solve
issues, come
to wise
judgments,
and foster
critical
thinking in
their
students if
they work on
these skills.
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3.Provi de practice
exercises to enhance
analytical thinking skills
1. Introduce effective
problem-solving
strategies, such as
defining problems,
generating solutions, and
evaluating alternatives
2. Explore different
problem-solving models
and their application in
educational contexts
3. Engage teachers in
problem-solving
activities relevant to
their teaching disciplines
1. Develop ability to
make decisions by
considering many
viewpoints, analyzing
the available data, and
assessing possible
outcomes.
2. Talk about how
ethical issues affect how
decisions are made.
3. Give educators case
studies or scenarios so
they may practice
making wise decisions.
learning.
Promote peer
cooperation and
experience and idea
exchange.
8 hours
COMMUNICATI
ON SKILLS
Verbal
Communication
Skills
Nonverbal
Communication
Skills
1. Identify the
importance of clear and
concise verbal
communication in the
college classroom.
2. Enhance public
speaking skills,
including voice
projection, articulation,
and pacing.
3. Develop effective
lecture delivery
techniques, such as
using storytelling, visual
aids, and interactive
elements.
4. Practice active
listening skills to
encourage student
participation and
comprehension.
1. Understand how
gestures, facial
Interactive seminars
that combine group
discussions and
activities with an
emphasis on theory,
methodology, and
best practices are
very engaging.
Role-playing: Using
simulated situations,
participants can apply
recently learned skills
and gain real-world
experience.
Peer Feedback:
Promoting a helpful
and cooperative
learning environment
by encouraging
participants to give
feedback to one
another.
Guest Speakers:
8 hours
8 hours
Conduct
assessments
to measure
the
participants'
communicati
on skills
after the
training
program
Enhanced
communicati
on skills,
resulting in
improved
engagement,
understandin
g, and
academic
success
among
students
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Written
Communication
Skills
Interpersonal
Communication
Skills
expressions, and body
language affect
communication.
2. Gain knowledge of
the nonverbal signs that
indicate engagement,
confidence, and
approachability.
3. Recognize and adjust
to cultural variations in
nonverbal
communication.
4. Role-play games to
improve your ability to
read nonverbal cues.
1. Create well-
structured, lucid written
materials for
assignments, feedback,
and syllabi.
2. Expand the capacity
to give students quick,
helpful feedback.
3. Examine appropriate
email behavior and
formal written
communication
techniques.
4. Put writing exercises
into practice to increase
conciseness, coherence,
and clarity.
1. Develop a rapport and
a good rapport with the
kids.
2. Gain empathy and
active listening
techniques to
comprehend the needs
and worries of students.
3. Handle challenging
discussions and disputes
in a positive way.
4. Practice excellent
interpersonal
communication through
role-playing scenarios.
Asking expert college
instructors or
specialists in
communication
techniques to offer
their perspectives and
experiences.
Self-Reflection and
Evaluation:
Motivating
individuals to
consider their
development and
pinpoint areas in
which they still need
to improve.
8 hours
8 hours
DIGITAL
LITERACY
SKILLS
Introduction to
Digital Literacy
1.Recognize the value of
digital literacy in the
classroom of the twenty-
first century.
2. Provide definitions for
digital literacy and its
essential elements, such
Interactive seminars
that emphasize the
investigation and
practical application
of digital tools and
resources are known
as hands-on
8 hours
Conduct
assessments
to measure
participants'
digital
literacy skills
after the
Enhanced
digital
literacy
skills,
enabling
them to
efficiently
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Information
Literacy and
Research Skills
Media Literacy
and Visual
Communication
Online
Collaboration
and
Communication
Digital
Assessment and
Feedback
as media literacy,
information literacy, and
digital citizenship.
3. Examining the
advantages and
difficulties of digital
literacy in education.
1. Develop skills to
assess the
trustworthiness and
reliability of available
sources.
2. Clarify effective
research strategies and
techniques to students.
3. Introduce digital
library resources and
databases available for
academic research.
4. Practice critical
thinking skills when
analyzing and
synthesizing
information.
1. Enhance skills to
critically evaluate and
analyze various forms of
media.
2. Consider the impact
of visual communication
and multimedia in
teaching and learning.
3. Explore digital
storytelling techniques
and multimedia tools for
instructional purposes.
4. Create engaging and
visually appealing
presentations and
learning materials.
1. Examine digital
platforms and
technologies for online
communication and
teamwork.
2. Oversee peer reviews,
group projects, and
online conversations.
3. Teach students
netiquette and
appropriate online
communication
techniques.
4. Encourage polite,
workshops.
Case Studies and
Examples: Presenting
actual instances of
how digital literacy
has been successfully
incorporated into
instruction.
Collaborative
Projects: To put their
abilities to use and
strengthen them,
participants are
encouraged to
collaborate on digital
projects.
Self-paced online
learning modules that
give learners access
to tools, tutorials, and
supplementary
learning materials.
Peer Learning and
Support: Encouraging
cooperation and the
exchange of best
practices by
facilitating peer
learning groups and
support networks.
16 hours
16 hours
16 hours
16 hours
training
program.
assimilate
technology
into their
teaching
processes
and
equipped
students for
the digital
age.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue IIIS October 2025 | Special Issue on Education
Page 8105
www.rsisinternational.org
inclusive communication
online.
1. Make use of digital
tools for summative and
formative evaluations.
2. Study online polls,
quizzes, and assessment
tools.
3. Using digital
technologies, provide
timely and constructive
comments.
4. Use assessment data
analysis and
interpretation to guide
instruction.
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