Media Literacy, Technological Adaptation, and Practices on 21st Century Skills of Teachers in Relation to Pupils’ Performance: Basis for Enhancement

In today’s rapidly evolving educational landscape, students’ academic and holistic development relies heavily on the interplay of media literacy, technological adaptation, and the proactive cultivation of 21st-century skills by teachers. This study sought to examine the levels of media literacy, technological adaptation, and 21st-century skill practices among teachers and their relationship with student performance. Utilizing descriptive, comparative, and correlation research designs, the study involved 144 teachers and 144 pupils, with statistical tools including means, Mann-Whitney U-test, H-test, and Gamma test. The study reveals a diverse demographic among respondents, with a gender distribution favoring females and a majority of teachers having less than 20 years of service. Educational attainment is high, with many holding Bachelor's and Master's degrees. Teachers generally exhibit strong media literacy, with younger and less experienced educators showing higher proficiency. Technological adaptation is widespread, particularly among younger teachers, while the implementation of 21st-century skills is notably robust, especially in life and career skills. However, pupil academic performance ranges from satisfactory to passing, and no significant relationship was found between teachers’ media literacy, technological adaptation, or 21st-century skills and pupil performance. Significant relationships were found between media literacy and both technological adaptation and 21st-century skills, as well as between technological adaptation and 21st-century skills practices. These findings underscore the need for a comprehensive enhancement plan aimed at improving teachers’ media literacy, technological adaptation, and 21st-century skill practices to foster a more effective educational environment.