Authors : Shella Mae T. Flores

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/2vxkmkua

Scribd : https://tinyurl.com/y32jy9aw

DOI : https://doi.org/10.38124/ijisrt/25sep847

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Abstract : This study explored how 21st-century teachers perceive the idea of making learning meaningful and relevant for their students. The teachers’ narratives highlighted both the strategies they use and the challenges they encounter in creating a positive classroom environment. Ten elementary teachers from the Tugbok District, Division of Davao City, participated in the research. Data were gathered through a phenomenological approach using in-depth interviews conducted via virtual meetings and limited face-to-face sessions, all carried out under strict health protocols. Through thematic analysis, teachers described making learning relevant by incorporating games and hands-on activities. However, they also pointed out major obstacles, such as excessive workloads and insufficient funds. Despite these challenges, teachers still tried to employ strategies that engaged learners, though the lack of resources and heavy responsibilities often hindered their efforts. From these findings, the study suggests two key insights: the need to reduce teacher workload and the importance of providing schools with adequate funding. Overall, the research aimed to shed light on how teachers strive to keep learning relevant and meaningful for students, offering valuable knowledge that can support the continued improvement of educational practices in schools.

Keywords : Making Learning, Relevant, Percepts, 21st Century Teachers.

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