stdClass Object
(
    [id] => 17141
    [paper_index] => 202507-06-023156
    [title] => 21ST CENTURY PEDAGOGICAL COMPETENCIES AND ACCEPTANCE TO HYBRID LEARNING EDUCATION
    [description] => 
    [author] => Cindy C. Jimenez
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23156
    [year] => 2025
    [month] => July
    [volume] => 12
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-06-023156.pdf
    [abstract] =>  This study examined the relationship between 21st-century pedagogical competencies of teachers and their acceptance of hybrid learning in the Division of Davao del Norte. Using a descriptive-correlational research design, data were collected from 222 teachers through validated survey instruments. The study assessed the extent of teachers’ competencies in critical thinking, collaboration, communication, and creativity and innovation, as well as their level of hybrid learning acceptance. The findings revealed that both 21st-century pedagogical competencies and hybrid learning acceptance were at an extensive level, indicating that these competencies are frequently demonstrated in teaching practices. Moreover, statistical analyses, including Pearson product-moment correlation and regression analysis, showed a significant relationship between the two variables. All domains of 21st-century pedagogical competencies significantly influenced hybrid learning acceptance, leading to the rejection of the null hypothesis. These results highlight the importance of strengthening teachers’ competencies to enhance their adaptability to hybrid learning environments. The study recommends professional development programs that focus on improving these pedagogical skills, ensuring that educators are well-equipped to integrate technology-enhanced teaching strategies effectively. Also, school leaders and policymakers should support initiatives that foster hybrid learning integration in the education system. Future researchers are encouraged to explore additional factors that may influence teachers' acceptance of hybrid learning.
    [keywords] => 21st-Century Pedagogical Competencies, Hybrid Learning, Teacher Adaptability, Educational Technology, Professional Development
    [doj] => 2025-07-29
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 51
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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