Life Skills Acquisition Of The 21st Century: A View On Their Expertise

Abstract

The study aimed to explore the perceptions of TLE teachers in teaching in the 21st century with the use of phenomenological research design to investigate and observe the experiences and perceptions of the seven (7) participants.  On the perceptions of elementary teachers in Technology and Livelihood Education in acquiring 21st-century skills for the learners, the emerging themes were the technology access for teaching TLE and the pedagogical perceptions of the participants in TLE instruction. Regarding the challenges encountered by the teachers, the emerging themes were teaching responsibility and environment, access to TLE resources, and teacher qualification. On the insights gained by the teachers, the emerging themes were enhancing teacher expertise and making digital technology a practice in the TLE classrooms. Additionally, integrating digital technology into TLE instruction was another essential insight. Digital technology can address resource limitations and enhance student engagement, making learning activities more dynamic and interactive for 21st-century learners. With these insights, the participants hope to improve learners' learning outcomes in TLE and develop teachers' competencies in teaching technology and livelihood education in the 21st century. The results provided comprehensive data for future research with a similar or relevant scope.  Therefore, this study may be published in a reputable research journal.