Science Teacher Readiness on 21st Century Learning as Predicted by Digital Literacy and Digital Competence

AUTHOR(S)

REYNALDO JR F. MACABODBOD ROGAR R. GARCIA, EdD

ABSTRACT

—— Teachers’ lack of readiness for 21st century learning remains a significant challenge in education. This study determined a predictive model of teachers’ readiness using digital literacy and digital competence as predictors. Employing a predictive research design, the study involved 162 Science teachers from public secondary schools in the Division of Panabo City, selected through total population sampling. Data was gathered through surveys and analyzed using descriptive statistics, correlation, and multiple linear regression. Findings revealed that digital literacy and digital competence significantly and positively predict teachers’ readiness, collectively explaining 38% of the variance. The results support Self Determination Theory, which emphasizes autonomy, competence, and relatedness as drivers of motivation and preparedness. It is recommended that future research explore additional variables to account for the remaining variance in readiness. Moreover, school leaders and policymakers may implement programs and training to strengthen teachers’ digital literacy and competence. Keywords: digital literacy, digital competence, teachers’ readiness, predictors, 21st-century learning