Assessing 21st Century Skills among Fourth Year Teacher Education Students of Saint Michael College, Cantilan, Surigao del Sur

In order to remain competitive, education must adapt to the demands of the 21st century. Competitiveness demands a fresh approach to 21st-century education where every aspect of our education system must be aligned to prepare citizens with 21st-century skills. The 21st Century Skills refer to a broad set of knowledge, skills, work habits, and character traits of fourth-year students. Saint Michael College (SMC), a prominent private higher education institution in Surigao del Sur, Mindanao, Philippines, recognizes the importance of equipping its learners with the necessary 21st-century skills. This study aimed to assess the extent to which fourth-year Teacher Education students at SMC possess and practice these skills. A descriptive research design was employed, with fourth-year students from the 2016-2017 academic year serving as respondents. Data were collected using a questionnaire adapted from Corpuz and Salandanan (2013) and the 2008 Partnership for 21st Century Skills framework. The study population was all the fourth-year students enrolled in the Teacher Education program. Statistical analysis, including frequency counts and weighted mean, was applied to the gathered data.

The findings revealed that among the five 21st-century skills, SMC fourth-year Teacher Education students excelled in Information, Media, and Technology Skills. They also demonstrated proficiency in Life and Career Skills, as well as Social and Cross-Cultural Skills. However, Communication Skills and Learning and Innovation Skills were identified as areas needing improvement, as they received lower mean scores. The study also revealed that they have poorly demonstrated reasoning with numbers, analyzing and evaluating, using digital technology, networking tools and social networks, entrepreneurial skills, and appropriate timing in listening and speaking. The study also uncovers areas requiring further attention such as the relatively low ratings for skills related to mathematical reasoning and scientific argumentation indicating potential gaps in the curriculum's emphasis on critical thinking and analytical abilities.