ESP-3270

Published

2025-05-29

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Vol. 10 No. 5 (2025): Published

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Research Articles

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Copyright (c) 2025 Jason V. Ang, Florabelle J. Corpin, Miguel E. Supremo, Jr., Tyron James T. Ralar, Adelyn L. Tonalete

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How to Cite

V. Ang, J., J. Corpin, F., Supremo, Jr., M. E., T. Ralar, T. J., & L. Tonalete, A. (2025). Are we reaching 21st century learners status? Aspirations and realities for motivating and engaging classrooms. Environment and Social Psychology, 10(5), ESP-3270. https://doi.org/10.59429/esp.v10i5.3270

Are we reaching 21st century learners status? Aspirations and realities for motivating and engaging classrooms

Jason V. Ang

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Florabelle J. Corpin

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Miguel E. Supremo, Jr.

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Tyron James T. Ralar

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Adelyn L. Tonalete

School of Engineering, Biliran Province State University, Naval, Biliran, 6560, Philippines


DOI: https://doi.org/10.59429/esp.v10i5.3270


Keywords: 21st century learners; aspirations; realities; motivaion

Abstract

This qualitative exploratory research investigates the aspirations and realities of motivating and engaging 21st-century learners in Philippine higher education classrooms. It examines the challenges and opportunities presented by globalization, technology, and evolving learning styles, utilizing the frameworks of Self-Determination Theory (SDT) and Social-Emotional Learning (SEL). The study explored the perspectives of 40 education teachers from Eastern Visayas, Philippines through in-depth interviews, focusing on their aspirations for student motivation and engagement, their observations of current learners, and their strategies for fostering a supportive and dynamic learning environment. The findings highlight the need to align teaching practices with psychological principles such as emotional intelligence, autonomy, relatedness, and balanced technology integration. The study concludes by emphasizing the crucial role of professional development for educators in equipping them with the necessary skills and knowledge to create motivating and engaging classrooms that meet the needs of 21st-century learners.

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