Teachers' Twenty-First Century Literacies

Jerone S. Repayo and Lourdes G. Tolod

Dan-ag: Journal of Educational Studies, Volume 5, Issue 2 (2026), pp. 56-72

Abstract

Present-day teachers must be equipped with the necessary technical and professional skills to better address the learning needs of today’s generation of learners. They must be creative and innovative to prepare the learners for the future. This study determined the teachers’ level of twenty-first century literacies in relation to selected variables. The respondents were the 110 secondary school teachers in three public schools in Districts I and II of the Municipality of Talakag, Bukidnon. Results showed that there were no significant differences in the teachers’ level of twenty-first century literacies when grouped according to their age, gender, ethnicity, ancillary work, and educational qualification. However, highly significant differences were found in the teachers’ level of twenty-first century literacies when grouped according to their teaching experience, exposure to trainings and seminars, and school practices. The teachers rated themselves as proficient in terms of the twenty-first century literacies (arts and creativity, eco-literacy, cyberliteracy/digital literacy, media literacy, social/emotional literacy, and globalization and multicultural literacy). However, the teachers were nearly proficient in terms of financial literacy. It is recommended that DepEd provides trainings and seminars to help teachers develop and enhance twenty-first century literacies. Learning materials, computer sets, and ICT tools should also be provided to facilitate the enhancement of the different literacies.

Keywords: 21st century; ecoliteracy; media, cyber, and digital literacy; globalization; multiculturalism; ethnicity

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DOI:  https://doi.org/10.5281/zenodo.22289304

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