IJECE Published Articles

Abstract This study examined the implementation of 21st-century skills-based science instruction and the organizational support provided to teachers. It adopted a quantitative descriptive survey design and involved 25 junior high school science teachers from Surigao del Norte National High School during the school year 2022–2023. The study assessed the extent to which learning and innovation skills, information, media and technology skills, and life and career skills were integrated into science instruction. It also evaluated the level of organizational support received by teachers, including resources, professional development, and administrative assistance. Findings indicated that the integration of 21st-century skills was moderately to highly implemented, with teachers demonstrating active efforts to foster critical thinking, creativity, collaboration, and digital literacy in their classes. Organizational support was also perceived as moderate, highlighting areas for improvement in resource allocation and teacher training. Statistical analysis revealed significant relationships between the extent of 21st-century skills integration and the level of organizational support. These findings underscore the importance of aligning institutional policies, professional development, and resource provisions to enhance the quality of science instruction and prepare learners for the demands of a knowledge-based society. Keywords: 21st-Century Skills, Science Instruction, Organizational Support, Learning And Innovation Skills, Information And Technology Skills, Life And Career Skills, Educational Reform, Teacher Development