International Journal on Science and Technology

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Teachers’ 21st Century Teaching Practices, Attitudes, and their Technology-Enhanced Learning Integration

Author(s) Mr. Larken L. Salugsugan, Dr. Conniebel C. Nistal
Country Philippines
Abstract In today’s rapidly evolving educational landscape, technology integration is essential in developing 21st-century competencies among learners. This study examined the level of 21st-century teaching practices, attitudes toward technology, and technology-enhanced learning (TEL) integration among public secondary school teachers in the Division of El Salvador City. Specifically, it assessed teaching practices in learning and innovation, Information and Communication Technology (ICT), and life and career skills; gauged attitudes based on willingness, confidence, and perceived usefulness; measured TEL integration in instructional strategies, student engagement, and learning outcomes; and explored the relationships among these domains. Using a descriptive correlational survey design, data were collected from 134 teachers selected through stratified random sampling. A validated questionnaire was utilized, and data were analyzed using percentage and frequency for profiling, mean and standard deviation for assessing levels, and Pearson’s r for correlation analysis.
Findings revealed a high application of 21st-century teaching practices, with Life and Career Skills rated highest, showing teachers’ focus on adaptability, collaboration, and preparing students for real-world challenges. ICT integration was strong, as teachers frequently used digital tools to enhance instruction. Attitudes toward technology were highly positive, particularly in confidence and willingness, though perceived usefulness was slightly lower. TEL integration was also high, marked by creative use of multimedia, simulations, and collaborative platforms to improve engagement and learning outcomes. In conclusion, teachers demonstrated strong 21st-century teaching practices and positive attitudes toward technology, reflecting competence, confidence, and adaptability to digital innovations. These factors significantly influenced the high level of technology-enhanced learning integration observed, underscoring teachers’ vital role in fostering digital transformation and student success in modern education. Significant positive correlations were found between teaching practices and TEL integration, as well as between attitudes and TEL integration. The study recommends promoting reflective practices, providing targeted professional development, and designing inclusive, interactive digital tasks to sustain engagement and support future-ready education.
Keywords 21st century teaching practices, attitudes, technology-enhanced learning integration
Field Sociology > Education
Published In Volume 17, Issue 1, January-March 2026
Published On 2026-02-10
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