Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Exploring through Implications of Professional Development Activities in Implementing Students’ 21st-Century Learning Skills

Jasper Kent A. Purisima | Junan N. Romero | Jerome D. Meñale

Discipline: Education

 

Abstract:

With the ever-changing educational landscape, professional development (PD) activities are crucial in addressing challenges and issues that arise from the stagnation or progress of every science classroom experience. More so, learners need to become globally competitive, equipped with 21st-century learning skills. However, research studies suggest a mismatch between the varying content of PD activities and the actual needs of teachers in the realities of the classroom setting. Therefore, this study aims to explore the experiences, critical needs, and challenges science teachers experience in effectively implementing 21stcentury skills among learners. Through a sequential explanatory design, 27 science teachers were asked about their perceived applicability and relevance of their professional development activities, identified their critical needs, and discussed the challenges they experienced in implementing 21st-century learning skills. Findings revealed various insights in implementing the 21st-century learning skills: (1) acquired knowledge and skills from Seminar and Conferences were often utilized, while both Seminars and Conference and Coaching and Mentoring were more relevant, (2) science teachers emphasized the needs for technological, pedagogical, socio-emotional, and adaptability and innovative competence, and (3) science teachers also highlights various challenges involving the limitation to learning resources and infrastructures, existing institutional and systemic challenges, and pedagogical constraints. The findings suggest a more aligned, strengthened, and iterative process that addresses gaps and challenges, while empowering science teachers to become resilient and fully equipped to implement 21st-century learning skills effectively. Based on the study's results, future research directions were identified, focusing on professional development activities and the continuous improvement of the teaching and learning process.



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