Available Online: 2 January 2022
Southern Leyte State University – Tomas Oppus, Philippines (firstname.lastname@example.org)
A proof that 21st century practice is the subject of the teaching-learning process of the Philippine educational reform. Therefore, this paper is a contribution to the modern teaching-learning of millennia in the 21st century with the help of technology. The paper focuses on the 21st century’s advanced skills of tertiary students using video production as a transformative strategy. Using descriptive-exploratory through checklists, field notes, and focused-group discussion, all 21st century skills have been developed, but communicative and collaborative skills are most enhanced in every stage of video production. It has been discovered that communicative skills are developed in the development and pre-production stages, while collaborative skills are developed in the production and post-production stages of video production. Critical thinking skills culminate at every stage. It is evident that focusing on critical thinking skills should be addressed by educators of 21st century students. Creating critical thinking-based activities is expected in each teaching strategy so students are more prepared to enter the digital generation. Additionally, exposures to teachers in the increase of critical thinking activities are implicated in the teaching-learning process of each teacher and are guided by modern teaching methods and strategies.
Keywords: 21st century skills, education, transformative strategy, video production
Cite this article:
Galdo, M. (2022). Likhang – Modelo na 21st century skills development ladder gamit ang video production bilang tranpormatibong estratehiya. International Journal of Research Studies in Education, 11(1), 1-9. https://doi.org/10.5861/ijrse.2022.201