Adapting Science Teaching Along 21ST Century Skills Through Technology Based Strategies In Congressional District IV OF Batangas Province

Abstract

This study examined how the integration of technology-based strategies in Science instruction supported the development of 21st century skills among learners in Congressional District IV of Batangas Province. It focused on assessing the level of technology integration and its relationship with students’ manifestation of critical thinking, problem solving, and collaborative learning skills. The study also explored challenges faced by teachers and proposed strategies to improve Science instruction. Using a descriptive-correlational research design, both quantitative and qualitative data were collected from 158 Science teachers through survey questionnaires and interviews with 10 selected participants. Stratified random sampling ensured representative participation across public and private secondary schools during the school year 2025–2026.

Findings revealed that technology integration in Science instruction was moderately manifested in terms of digital tool availability, teacher preparedness, and student engagement. Significant relationships were found between digital tools and teacher digital literacy with students’ development of 21st-century skills, while student access and engagement showed limited relationship. Key challenges included poor internet connectivity, limited device access, insufficient teacher training, technical disruptions, and varying levels of student digital literacy.

 Based on these findings, the study recommended the implementation of targeted strategies such as enhancing digital infrastructure, providing continuous professional development for teachers, and promoting student digital inclusion. These interventions aim to strengthen technology integration, enrich Science instruction, and foster deeper learning aligned with 21st-century competencies.