Teachers’ experiences in the implementation of 21st century learning in national primary schools / Jane Chee Wan Zhen

Jane Chee , Wan Zhen (2025) Teachers’ experiences in the implementation of 21st century learning in national primary schools / Jane Chee Wan Zhen. Masters thesis, Universiti Malaya.

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Abstract

The current implementation of 21st century learning by educators is only moderate, adversely impacting educational quality. This mediocrity stems from various factors, including pedagogical deficiencies, decreased motivation, limited professional development, inadequate support and time constraints. Understanding the perceptions and experiences of teachers is crucial as prior research has identified teachers’ beliefs as significant predictive variables of their 21st century teaching abilities and attitudes, which subsequently influence the implementation process and student success. Therefore, this study aims to understand the perceptions and experiences of teachers in the implementation of 21st century learning in public primary schools and how these experiences give meaning to the teachers. Through the three data collection techniques, which included interviews, journal writing entries and document analysis, a phenomenological qualitative study was conducted to investigate the phenomenon and its impact on the 10 teachers selected from Public Primary Schools based on their 21st century teaching experiences. The data collected was then coded using thematic analysis to identify the themes present in the teachers’ perceptions and experiences. According to the research findings, the teachers have comprehended the purpose of 21st century learning, which involves the student-centred education of knowledge, competencies and skills to prepare students for the future, its significance in fostering holistic learning in students by enabling effective and meaningful learning, and their roles and responsibilities in mastering 21st century teaching techniques to ensure quality education. Despite poor working conditions, teachers have sought countermeasures and formed positive beliefs, leading to increased interest, motivation, and competencies. Consequently, this served as a greater incentive for them to overcome their challenges. The meaningful experiences have also promoted positive feelings and enhanced their personal and professional growth. Their self-improvement efforts have resulted in a better quality of life and a renewed sense of purpose, to produce competent students for further education and the workforce, as well as global success. However, Continuous professional development programs on student management and other support measures are necessary, as the implementation of 21st century learning among teachers is still at a moderate level. In conclusion, understanding the perceptions and experiences of teachers has proven crucial for the successful integration of 21st century learning, as these factors act as determiners of their professional competencies and student outcomes.

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