This study investigated the 21st-century literacies of College of Education sophomore students under the new normal as a basis for curriculum innovation. Using a descriptive research design with mixed quantitative-qualitative methods, data were gathered from 136 purposively selected students enrolled in PROFED 7/EDUC 7 during the second semester of academic year 2021-2022. The study examined eight domains of 21st-century literacy: media, digital, environmental, informational, global, visual, emotional, and financial literacy. Major findings revealed that the majority of respondents were from the Bachelor of Secondary Education program (47.06%), predominantly female (78.68%), and aged 20 years old. Most students came from families with monthly incomes below ₱10,957 (64.71%) and were public school graduates (75%). Students demonstrated strong global literacy (weighted mean 3.37) and financial literacy (weighted mean 3.16). Correlation analysis revealed a significant negative relationship between age and global literacy (r = -0.180, p = 0.036), suggesting younger students exhibit higher global awareness. No other significant correlations were found between demographic variables and literacy skills. The study concluded that while students generally possess adequate 21st-century literacy skills, there are areas requiring enhancement, particularly in advanced digital manipulation and comprehensive communication abilities. The findings highlight the need for targeted interventions to address socioeconomic challenges and gender imbalances across programs. Recommendations include integrating advanced digital skills training across curricula, developing targeted programs for enhancing global literacy among older students, strengthening financial literacy education, and establishing support systems for students from low-income backgrounds. Additionally, the study suggests implementing technology-enhanced learning environments and creating opportunities for cross-cultural and global learning experiences.