CHAPTER 4

Lesson 3 - The changing l3- Changing Global Landscape for the 21 st Century Teachers

Lesson 3 is about the changing global landscape in teaching and learning brought about by
factors like learning environment, content and processes of learning, the types of learners and other
parameters of learning in the 21st century. How these changes will be addressed by UNESCO’s Pillars
of Learning will be discussed.

Intended Learning Outcomes:

 Identify the different changes occurring in the global landscape of teaching and learning;
 Identify the 21st century life and career skills for teachers and learners;
 Demonstrate understanding of UNESCO’s Four Pillars of Learning as these apply in the 21 st
century.

Content Focus

A. The Changing Global Landscape and the 21st Century Skills for Teachers

As 21st century teachers there is a need to understand the new landscape that is brought
about by changes occurring in the 21st century. Furthermore the development of 21st century skills is a
necessary tool for teachers in order to survive.

The categories of changes are as follows: (Zhou in SEAMEO, INNOTECH, 2011)

 The New Learning Environment. The idea of learning environment has broadened
from the confines of the four walls of the classroom to places that support learning.
This learning environment is characterized by the following:
 Learner-centered
 New spaces and borderless
 Enhanced opportunity for creativity and innovations
 Use of ICT
 The New Learning Content. The l fro earning content or subject matter has been
modified from a specific discipline or subject area, subject matter of learning has the
following characteristics:
 Integrated/interdisciplinary
 Demand-driven
 Emphasis on learning tools on how to retrieve knowledge
 Balance of scientific, technological, cultural, global, and local concepts.
 The New Processes of Learning and How These are Facilitated. Various processes of
learning evolved with human intervention of teachers and peers as well as non-human
interventions of artificial intelligence (AI) of robots. These learning processes include
the idea of multiple intelligences which can be mediated by the following:
 Face-to-face
 Distance learning
 Blended modalities
 Experiential and lifelong
  The New Types of Learners. The new breed f learners does not have age and
boundaries. Leaners may be in the formal or informal setting. The new type of learner
is:
 A confident person who is thinks independently and critically and who can
communicate effectively;
 Self-directed and who questions reflects, and takes responsibility for his/her
own learning;
 A concerned citizen, informed about the world and local affairs, has a strong
sense of civic responsibility and participates actively in improving the lives of
others;
 A member of the new generation, pop-culture, different ways of thinking,
responding;
 Develops life and career skills needed in the 21st century
In addition the new types of learners are:

 Those coming from diverse background, multicultural, and multigenerational

 Life and Career Skills
 Flexibility and adaptability
 Initiative and self-direction
 Social and cross-cultural skills
 Productivity and accountability
 Leadership and responsibility
 The New Type of Teachers. The new type of teachers must possess the following
characteristics:
 Clear standards and accountability that their learners should know and be
able to do at the end of their schooling;
 Use broad pedagogies including inquiry-based learning, cooperative learning;
 Skillful in the integration of ICT in pedagogy; skillful in the use of assessment
to guide teaching and learning;
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems based on
evidence;
 Practice the core values of inspiring teachers;
 Develop life and career skills for the 21st century and beyond.
B. UNESCO’s Four Pillars of Learning

 Learning to Know. This implies thirst for knowledge and acquisition of knowledge; the
great desire to gin more understanding of the world and other people. A
knowledgeable person is literate and a literate person is knowledgeable.
UNESCO (1958) defined literate as one who can, with understanding, both
read and write a short simple statement on his/her everyday life. In 1970 however, a
functionally literate person is one who can engage in all the activites to use reading,
writing, and calculation for the community’s development. In 2000 literacy was
defined as the ability to read and write with understanding a simple statement related
to one’s daily life.. It involves a continuum of reading and writing skills
 Including numeracy. In 2003, UNESCO redefined literacy as the ability to identify,
understand, interpret, create, communicate and compute using printed and written
materials associated with varying context to enable individuals to achieve their goals, to
develop their knowledge and potential, and to participate fullt intheir community and
wider society.

The 21st century literacies:

21st Century Literacies Description

The Arts & Creativity
Ecoliteracy
Cyberliteracy/Digital
literacy (ICT knowledge)
Financial literacy
Media literacy
Social-emotional literacy
Globalization and multi-
cultural literacy
Creativity & innovations are 21st century skills; thus, in
solving problems and creating art works are part of this
literacy
Acquisition of knowledge about climate change,
pollution, loss of natural habitats and biodiversity.
Solutions on how these environmental problems could be
addressed must be practiced.
The use of digital gadgets whether on-line of off-line
Basic knowledge about the basics of economics and
financial management to be able to handle income,
expenses and investments to be economically secure.
Learning to discern about any information which are
transmitted via various forms and media.
Knowledge about social dimensions and social skills that
are appropriate in the concept of society. Emotional
intelligence must also be developed to effectively manage
the stresses due to the changing environments of the 21st
century.
Respect for multicultural diversity. awareness of the globl
trends, acknowledging differences and similarities,
respect for each other’s dignity.

 Learning to do.
 Learning to be
 Learning to live together.

While each pillar could be discussed separately, all of the four pillars are interrelated
with each other as basic principles when it comes to functionality.One will not function if it
stands alone.

End of Lesson Activity:

1. As a group, make a comparison of the global teaching-learning landscape before and in the
21st century. Follow the matrix below:
 Parameters Before 21st Century
Learners
Teachers
Learning environment
Ways of learning
Learning content

2. Make a reflection (Individual). The global learning village has changed and will keep
changing. As you prepare to become the teacher of the 21st century, how will you prepare for these
rapid changes? (Not less than 300 words.

References:

1. Bilbao et al (2015). The Teaching Profession. Lorimar Publishing, Philippines

2. __________(2018). The Teaching Profession, 4 th ed. Lorimar Publishing, Philippines
3. Churchill et al (2016(3rd). Teaching: Making a difference, 3 rd ed. Wiley & Sons, Australia
4. Lim, L et al (2014). The Teaching Profession. Adriana Publishing Co. Philippines
5. Pawilen (2016). Teaching Profession: Passion and Mission 1 st ed. Rex Bookstore, Manila

(Note: No. of outputs for submission – 1 individual & 1 group )