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Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.
CCU Journal of Science
Vol. 01, Issue 01, July, 2020
Copyright to Faculty of Natural and Applied Sciences,
Coal City University, Nigeria.
ISSN: 2734-3758(Print), 2734-3766 (Online)
https://journals.ccu.edu.ng

INTEGRATION OF 21ST CENTURY COMPETENCIES IN TEACHING

AND LEARNING OF BIOLOGY

Ogbonnaya Uchenna Nwoye1, Edeh Michael Onyema2

Edeh Emmanuel Chukwuemeka3, Fyneface Grace Atonye4, Digvijay Pandey5
1
Dept. of Biological Sciences, Tai Solarin University of Education, Nigeria.
2
Dept. of Mathematics and Computer Science, Coal City University, Enugu, Nigeria
3
Faculty of Education, University of Benin, Nigeria.
4
Faculty of Education, Ebonyi State University, Nigeria.
5
Dept. of Technical Education, Kanpur, India
Correspondence: michael.edeh@ccu.edu.ng; biouchenna@gmail.com

Abstract
Education in the 21st century requires the adoption and integration of modern competencies to
achieve the teaching and learning objectives. 21st century competencies include skills that
promote critical thinking, learner-centred approach, problem solving, creativity and productivity
in learning. The study examines the integration of 21st century competencies in the teaching
and learning of Biology in tertiary institution. Data were collected through structured
questionnaires administered to fifty respondents consisting of Biology lecturers from selected
tertiary institutions in Nigeria. However, only thirty two were retrieved and valid. The results
show that the respondents had a good knowledge of 21st century competencies, and the extent
of integration in the teaching and learning process was high as shown by a mean score of
24.59±2.05. The findings also indicate no significant difference in respondent’s knowledge of
21st century skills as moderated by gender, qualifications and teaching experience. The study
concluded that the integration of 21st century competencies be encouraged among educators to
prepare learners for a digital future.

Keywords: Biology, Competency, Integration, problem-solving, Technology.

Introduction
The pattern of teaching and learning are constantly changing globally. The recent outbreak of
Coronavirus Disease (COVID-19), which led to the unexpected closure of schools worldwide,
forcing teachers and learners to work from homes, is an evident of the changing nature of
education. It has become obvious that the conventional learning pattern can no longer meet the
need of digital millennials nor prepare them for the future (Onyema et al, 2019a). Hence, the
need for integration of 21 st century competencies in the classroom be it physical or virtual
classrooms. The evolution of technology has brought about the need for educators to constantly
32
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

update their competencies in line with emerging trends. Learning in the 21st century has to be
so patterned in such a way that it deals with challenges confronting learners
(Hadinugrahaningsih et al, 2017). Twenty-first century competencies is seen as a driver for
modern day and future innovation, powered by technology, bringing about differences in our
lives and translating to a change on how we behave in our places of work. They also come with
attendant novel skills which open up to new ways of thinking, working and living in our world
(Binkley et al, 2012). The 21st century skills or competencies has skills like the collaborative,
digital, thinking and problem solving that are essentials for making students relevant in their
own environment (Partnership, 2008). This also calls for innovation on the part of the teachers
in terms of integrating these competencies into their teaching and this adjudge the reason 21st
century skills or competencies are of paramount importance (Karmijn & Joke, 2017).

Integration of 21 st century competencies can be facilitated by adoption of technology. Students

and teachers are now faced with the challenges of updating their skills to adapt to new teaching
and learning approach, but since technology has become an important part of education in the
21st century, all modern educational has no option than to constantly embrace different
technological tools and platforms to enhance their competencies and effectiveness in the
teaching and learning process (Onyema et al, 2019b). The integration of emerging competencies
and technologies in teaching and learning process is no longer a choice but a need for educators
considering the level of infusion of technology on education particularly as it relates to the
changing learning environment, demand for flexibility in methodology, and the need to enhance
creativity and innovations in learning (Onyema, 2019). A study by Ledward and Hirata (2011)
highlights the various issues confronting teachers and learners in terms of the changes occurring
in teaching and learning. They posited that “there was a shift in the skills required by teachers to
impact knowledge and as well changes required by learners to learn. In the past twenty years,
some organizations, both private and public had moved and recommended various
competencies that would aid in solving the problems of 21st century (Cynthia, 2015). The
integration of 21 st century competencies enables teachers to act more as facilitators of
knowledge, providing guidance and supervision to students rather than being sole holders of
knowledge as reflected in the traditional teaching method (Onyema et al, 2019a). It is also very
important that the teachers understand their students in terms of their nature of learning and
interaction in the classroom so as to be able to integrate the skills properly to their teaching and
learning in the classroom (Pradhan, 2011). This understanding will aid the enrichment of their
teaching experiences with necessary skills that will be easily understood by them, thereby
encouraging productivity (Pradhan, 2011). Teachers has to continually update their competency
to meet the need of learners in 21 st century and to bridge the gaps that might be created by
events such as the Coronavirus pandemic.

33
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Objectives of the Study

The objectives of the study are to determine:
1. the level of knowledge of 21st century competencies among Biology lecturers.
2. the influence of gender, qualifications and years of teaching experience on Biology lecturers’
knowledge of 21st century competencies.
3. the extent of integration of 21st century competencies in teaching and learning of Biology by
Biology lecturers.

Literature Review
The increasing use of technology in education have modified teachers’ method from traditional
approach that often place them as dispensers of knowledge to a more flexible approach where
they act more as facilitators, mentors and motivators to inspire students to participate and learn
(Onyema et al, 2019a). Teachers’ competencies are being enhanced through technology.
Competency is more than just knowledge or skills; it entails the ability to solve complex issues
by stating and mobilizing psychosocial resources (including skills and attitudes) in a particular
context (OECD, 2003). For example, the ability to communicate in an effective manner is a
competence that can be traced based on individual’s knowledge of language, practical IT skills
and attitudes towards those with whom he or she is communicating (OECD, 2003). The
European Commission’s Cedefop glossary (Cedefop, 2014) gave definitions for skills and
competence as follows: a skill is seen as the ability to perform tasks and solve problems while
competency is regarded as having the ability to apply learning outcomes adequately in a defined
context (education, work, personal or professional development). Competency is not restricted
to cognitive elements (involving the use of theory, concepts); it also comprises functional
aspects (involving technical skills) as well as interpersonal attributes (social or organizational
skills) and ethical values and this places competency as a broader concept that may actually
encompass skills as well as attitudes and knowledge (Cedefop, 2014). Communication,
collaboration, productivity and content creation are key paramount to integration of 21st century
competencies (Cynthia, 2015).
A study by Jacquelyn et al (2017) examined ascertain how 21st century skills for pre-service
teachers are being modeled by teacher education institutions. Their findings indicated that
teachers need to be strong advocate for the integration of the 21st century skills in their teaching
and learning endeavors. Lobo (2016) examined 21st century competencies and ICT integration
in the classroom as it pertained to preparing students for careers in the current and future
employment market. The findings show that teachers integrated 21st century competences into
their teaching and as well supported themselves with other professional materials. This supports
the demand for teacher competence and productivity in education.

34
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Theoretical Framework
Cognitivism Learning Theory

Cognitivism focuses on relationship that exists between mental composition and the information
that is being processed (Neisser, 1967). When individuals learn, they put into consideration and
engage their cognitive abilities which aid their comprehension (McEntire, 1992). It deals with
students learning as it involves their thought processes, understanding and problem solving
abilities and how they are combined to form knowledge (Zaibon and Shiratuddin, 2010). The
implication of this theory is that it emphasizes the need for teachers to be competent enough to
facilitate learning that enhance critical thinking and problem solving as required in the 21 st
century.

Constructivists Learning Theory

Constructivism is a theory of learning that underline the importance of creativity and
construction of ideas that solve problems. It emphasizes the need for learner’s participation in
the teaching and learning process to enhance their abilities to think critically and construct ideas
and innovations. This is what the twenty first century competencies is all about. It expects
learners to take full ownership of their own learning and construct ideas that lead to solutions to
problems. It encourages teachers to assume the role of a facilitator and not a master in the
classroom. To be able to construct or create, teachers must be competent enough to coach the
learners on how to construct productively.
Methodology
This study adopted a survey research design. Structured questionnaires were used to elicit
responses from Biology lecturers on the integration of 21st century competencies in their
teachings. Thus, the 21st century skills teaching scale developed by Yueming et al (2016) and
21st century skills possible survey questions developed by Michael Corneau were modified and
adopted for the study. A total of 50 questionnaires were administered to Biology lecturers
selected from five different tertiary institutions in Ogun State.

Results/Findings
Research Qtn 1: Do Biology lecturers have the knowledge of 21st century competencies?

N Mean Std. Deviation Std. Error

Mean
Knowledge 32 66.66 7.719 1.365

Table 1: Mean Score of Knowledge of 21st century competencies by Biology lecturers

Table 1 reveals that the mean score of Biology lecturers knowledge of 21st century
competencies is (mean score= 66.66, STD=7.72). It shows that the lecturers have a high
knowledge of the 21st century competencies. If the mean score is greater than the median score
of 48, it shows that the lecturers’ knowledge of the 21st century skills is high and if otherwise,
the knowledge is low.
35
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Test Value = 0
T Df Sig. (2- Mean 95% Confidence Interval of the
tailed) Difference Difference

Lower Upper
Knowledge 48.847 31 .000 66.656 63.87 69.44

Table 2: One Sample Test for Biology Lecturers’ Knowledge of the 21st Century Competencies

One sample test was conducted for Biology lecturers’ knowledge of the 21st century skills as
seen in table 2. it indicates that there is a significant difference in Biology lecturers’ knowledge
of the 21st century competencies (df31=48.9, P <0.05). This further confirms that there is a
significant difference in the opinions of the Biology lecturers about knowledge of the 21st
century skills.
Research Qtn 2: Does gender affect knowledge of 21st century competencies among
Biology lecturers?
GENDER N Mean Std. Deviation Std. Error Mean

Knowledge Female 13 66.00 8.010 2.222

Male 15 66.47 8.374 2.162

Table 3: Mean Score of Biology Lecturers Knowledge of the 21st Century Competencies by Gender

Table 3 shows the mean score of Biology lecturers’ knowledge of the 21st century skills by
gender. It shows that female Biology lecturers have mean score of 66.00 ± 8.01 while male
Biology lecturers have mean score of 66.47 ± 8.37. It shows that the male Biology lecturers
have higher mean scores when compared to the female.
Research Qtn 3: Does qualification affect knowledge of 21st century competencies among
Biology lecturers?
N Mean Std. Std. 95% Confidence Minimum Maximum
Deviation Error Interval for Mean
Lower Upper
Bound Bound
BSc/Bed 5 61.60 8.849 3.957 50.61 72.59 46 67
MSc/Med 14 66.07 8.398 2.245 61.22 70.92 49 80
PhD 12 69.67 5.789 1.671 65.99 73.34 62 79
Total 31 66.74 7.831 1.407 63.87 69.61 46 80

Table 4: Mean Scores of Biology Lecturers’ Knowledge of 21st Century Competencies by

Qualifications

36
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Table 4 shows the mean score of Biology lecturers by qualifications was carried out and it was
revealed that the mean scores for BSc/BEd, MSc/MEd and PhD are 61.60±8.85, 66.07±8.39 and
69.8±5.79 respectively. The result also shows that lecturers’ that has PhD possess the highest
level of knowledge of the 21st century competencies followed by Masters degree holders and
Bachelors degree holders respectively. This can be attributed to the fact that the more your
exposure to studies, the more your exposure to vast knowledge in the 21st century
competencies. For Bachelors degree holders that have the least mean scores, it could be due to
the fact that they were not exposed to more of the 21st century competencies.

Research Qtn 4: Does teaching experience affect knowledge of 21st century competencies?
N Mean Std. Std. 95% Confidence Minim Maxim
Deviatio Error Interval for Mean um um
n Lower Upper
Bound Bound
1-9 7 68.86 6.362 2.405 62.97 74.74 62 80
10-19 13 67.15 8.961 2.485 61.74 72.57 46 79
20-29 5 65.40 3.435 1.536 61.13 69.67 60 68
30 & above 3 57.33 7.638 4.410 38.36 76.31 49 64
Total 28 66.21 7.866 1.487 63.16 69.26 46 80

Table 5: Mean Scores of the effect of Teaching Experience on Knowledge of 21st Century Competencies .

The table 5 shows the mean scores of Biology lecturers according to their years of teaching
experience. The mean scores for lecturers who have spent 1-9, 10-19, 20-29 and 30 & above
years are 68.86±6.36, 67.15±8.96, 65.40±3.44 and 57.33±7.64 respectively. The result also
reveals that lecturers who have the highest number of years in teaching experience do not have
the adequate knowledge of the 21st century competencies. It can be deduced that the lecturers
with the least years of teaching experience have the best knowledge of the 21st century
competencies. This is followed closely by lecturers in 10-19 and 20-29 years categories.

Fig. 1: Frequency Distribution of Lecturers Knowledge of the 21st Century Competencies.

37
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Figure 1 indicates that lecturers have good knowledge of 21st century competencies.
Research Qtn 5: To what extent do Biology lecturers integrate 21st century
competencies into the teaching and learning process?

N Mean Std. Deviation Std. Error Mean

Integrate 32 24.59 2.046 .362

Table 6: Mean Score on Level of Integration of 21st Century Competencies by respondents.

Table 6 shows the computation of the mean scores of Biology lecturers’ level of integration of
the 21st century competencies into their teaching and learning processes. The mean score is
24.59±2.05. This shows that Biology lecturers’ level of integration of 21stcentury competencies
into their teaching and learning processes is high. It is high because the mean score is higher
than the median score of 22.5

Test Value = 0

T Df Sig. (2- Mean 95% Confidence Interval of the

tailed) Difference Difference
Lower Upper

Integrant 68.011 31 .000 24.594 23.86 25.33

Table 7: One Sample Test for Level of Integration of 21st Century Competencies by Biology lecturers.

One sample test was conducted on lecturers level of integration of the 21st century
competencies into their teaching and learning processes and the result showed there is
significant difference (df 31P<0.05) in the lecturers level of integration of the 21st century
competencies into their teaching and learning.

Table 8: Distribution of Level of Integration of 21st Century Competencies by Biology lecturers.

Table 8 shows that 5 out of 32 Biology lecturers moderately integrate 21st century
competencies while 27 Biology lecturers highly integrate 21st century competencies into their
teaching and learning processes. This shows that larger percentage of Biology lecturers integrate
21st century competencies into their teaching and learning processes.

38
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Research Qtn 6: To what extent do male and female Biology lecturers integrate 21st
century competencies in teaching and learning process?

GENDER N Mean Std. Deviation Std. Error Mean

Female 13 24.62 1.805 .500
Integrate
Male 15 24.27 2.344 .605

Table 9: Mean Score of Male and Female Biology Lecturers Level of Integration of 21st
Century Competencies into their Teaching and Learning Processes
Table 9 shows the mean score of male and female Biology lecturers level of integration of 21st
century competencies into their teaching and learning processes was computed and it shows that
the mean score for female is 24.6±1.81 and that of male is 24.3±2.34. The result shows that
female Biology lecturers have higher level of integration of the 21st century competencies into
the teaching and learning processes when compared to their male counterparts.

Research Qtn 7: From what sources do Biology lecturers acquire their of 21st
century competencies ?
S/N SOURCES OF KNOWLEDGE FREQ (%) YES FREQ (%) NO
1 Online social network 16 (50) 16 (50)
2. Books on the subject 24 (75) 8 (25)
3. Technology class 20 (62.5) 12 (37.5)
4. Grade level team/subject level team 12 (37.5) 20 (62.5)
5. Friend outside of profession 1 (3.1) 31 (96.9)
6. Internet 30 (93.8) 2 (6.3)
7. Technology specialist/support 22 (68.8) 10 (31.3)
8. Colleague not specifically designated technology specialist 3 (9.4) 29 (90.6)
Table 10: Sources of Biology lecturers’ knowledge on how to incorporate 21st century competencies

Table 10 shows the sources Biology lecturers’ of knowledge on how to incorporate 21st century
competencies into their teaching and learning processes. The result shows that the internet
(93.8%) serves as the highest source of knowledge consulted by Biology lecturers when they
want to learn how to incorporate 21st century competencies into their teaching and learning
processes. Books on the subject were the second highest source (75%) followed by Technology
specialist/support (68.8%), Technology class (62.5%), Online social network (50%), fellow
teacher not specifically designated technology support or specialist (9.4%) and friends outside
of profession (3.1%) respectively.

39
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Hypothesis 1- There is no significant difference in genders of Biology lecturers and

their knowledge of 21st century competencies.

Table 11: Independent Samples Test for Biology Lecturers Knowledge of 21st Century Competencies by Gender.

The independent samples test of Biology lecturers’ knowledge of the 21st century skills based
on gender was carried out. The result shows that there is no significant difference (df26,25.7 =
0.977, P >0.05) in Biology lecturers’ knowledge of 21st century competencies as moderated by
gender. This further revealed that gender do not have any effect on Biology lecturers’
knowledge of the 21st century competencies.

Hypothesis 2- There is no significant difference in qualifications of Biology lecturers and

their knowledge of 21st century competencies
Sum of Squares Df Mean F Sig.
Square
Between Groups 241.140 2 120.570 2.112 .140

Within Groups 1598.795 28 57.100

Total 1839.935 30

Table 12: Analysis of Variance for Biology Lecturers’ knowledge of the 21st century competencies by
Qualifications
Table 12 reveals a test for analysis of variance for Biology lecturers knowledge of the 21 st
century competencies by qualifications. The result showed that there is no significant difference
(df2,28, P=0.14 > 0.05) in Biology lecturers’ knowledge of the 21st century competencies when
compared with their qualifications. This further reveals that qualification does not have any
effect on teachers’ knowledge despite the differences in their mean scores as shown in table 4.4.

40
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Hypothesis 3- There is no significant difference in teaching experiences of Biology

lecturers and their knowledge of 21st century competencies.

Sum of Squares Df Mean Square F Sig.

Between Groups 300.298 3 100.099 1.753 .183
Within Groups 1370.416 24 57.101
Total 1670.714 27

Table 13: Analysis of Variance for Biology Lecturers Knowledge of the 21st Century Competencies by
Years of Teaching Experience

Table 13 shows the analysis of variance for Biology lecturers knowledge of the 21st century
competencies by years of teaching experience was computed and it reveals that there is no
significant difference (df3, 24, P= .0183 > 0.05) in Biology lecturers’ knowledge of 21st century
competencies despite the differences in the mean scores shown in table 4.2.6. This shows that
years of teaching experience does not have significant effect on lecturers’ knowledge of the 21st
century competencies.

Hypothesis 4: There is no significant difference between Male and Female Biology

lecturers’ level of integration of 21st century competencies in teaching and
learning process.
Levene's Test t-test for Equality of Means
for Equality of
Variances
F Sig. T Df Sig. (2- Mean Std. Error 95% Confidence
tailed) Difference Difference Interval of the
Difference
Lower Upper
Equal variances
assumed 1.373 .252 .436 26 .667 .349 .800 -1.297 1.994
Integrate
Equal variances not
.444 25.682 .661 .349 .785 -1.267 1.964
assumed
Table 14: Independent Sample Test for Male and Female for Level of Integration of 21st Century Competencies
by Biology lecturers.

Table 14 shows that despite the differences in the mean score of male and female Biology
lecturers level of integration in Table 4.7, there is no significant difference in the level of
integration of 21st century competencies into the teaching and learning processes by male and
female Biology lecturers. This shows that gender does not have any effect in biology lecturers’
level of integration of the 21st century competencies into their teaching and learning processes.

41
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

Discussion
<

Do Biology lecturers have the knowledge of 21st century competencies?

The result of the findings showed that the lecturers have high knowledge of the 21st century
competencies. This was revealed by their mean score. The result of this research, however
carried out in Nigeria is in support of the findings by Boholano (2018) who studied the
information, media and technology skills of pre-teachers in the different Higher Education
Institutions (HEIs) in Cebu City, Philippines. She observed that the teachers have good
knowledge of the 21st century skills outlined in her research. This study corroborated the study
carried out by Buabeng-Andoh (2012) who did an exploration of teachers’ skills, perceptions
and practices of ICT in teaching and learning in the Ghanaian second-cycle schools. He
administered 273 questionnaires to teachers out of which 231 were retrieved and analyzed. The
correlation between ICT use and competence was positive. The teachers’ perception in terms of
using ICT was also positive but not significant; however the teachers’ basic knowledge in ICT
was low. This study though carried out in Nigeria, its result supported the study of Michael et al
(2016) who investigated the influence of teachers’ competency on the integration of ICT in
teaching and learning in public secondary schools in Machakos, Kenya. They established that
majority of the head teachers and teachers had basic ICT literacy.
Do gender affect Biology lecturers’ knowledge of 21st century competencies?
The result of the findings showed that there is no significant difference in Biology lecturers’
knowledge of 21st century competencies as moderated by gender. This further revealed that
gender does not have any effect on Biology lecturers’ knowledge of the 21st century
competencies. The result from this study corroborated the research by Rusdin (2018) who
investigated teacher’s readiness in implementing 21st century learning. A total of 107 teachers
were used for the survey and the results generated were analyzed using descriptive and
inferential statistics. The result showed that there was no significant difference between
teachers’ gender and their level of understanding of the 21st century skills. The result of this
study is in line with the study by Turiman et al (2019) who examined the mastery level of the
21st century skills amongst science foundation programme students. They investigated
relationship that exists between former school and gender on mastery levels of the 21st century
skills. The study revealed that there was no significant difference between former school and
gender on the mastery levels of the 21st century skills of the students.

Does qualification affect Biology lecturers’ knowledge of 21st century competencies?

The result from this study revealed that there is no significant difference in Biology lecturers’
knowledge of the 21st century competencies when compared to their qualifications. It further
reveals that qualification does not have any effect on lecturers’ knowledge despite the
differences in their mean scores. The result of this study does not support the findings of Rusdin
(2018) who investigated teacher’s readiness in implementing 21st century learning. A total of
107 teachers were used for the survey and the results generated were analyzed using descriptive
and inferential statistics. The result showed that there is significant correlation between
lecturers’ academic level and understanding of the 21st century learning skills. Teachers were

42
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

however encouraged to increase their knowledge of the 21st century skills by studying at higher
level.

Does teaching experience affect Biology lecturers’ knowledge of 21st century

competencies?
The result of this question revealed that there is no significant difference in Biology lecturers’
knowledge of 21st century competencies despite the differences in the mean scores. This
showed that years of teaching experience does not have significant effect on lecturers’
knowledge of the 21st century competencies. This study though carried out using lecturers in
higher institutions of learning; it still supports the findings by Singh and Chan (2014) who
investigated the knowledge level, attitude towards the use of ICT in teaching-learning and
obstacles encountered by the in-service teachers in secondary schools. A survey was conducted
on 50 teachers in a secondary school in the state of Penang. It was revealed that the attitudes of
teachers on use of ICT vary with their years of experience and level of knowledge on ICT. The
findings of this research corroborated the study of Rusdin (2018) who investigated teacher’s
readiness in implementing 21st century learning. He used a total of 107 teachers for the study
and the results generated were analyzed using descriptive and inferential statistics. The result
also revealed that there was no significant correlation between lecturers’ years of teaching
experience and their knowledge of the 21st century learning skills.
What is the extent of integration of 21st century competencies among Biology lecturers?
The result of the finding shows that Biology lecturers integrate 21st competencies into their
teaching and learning processes and that there is a significant difference in the level of their
integration of the 21st century competencies into their teaching and learning processes. This
study corroborated the study of Rusdin (2018) who investigated teacher’s readiness in
implementing 21st century learning. A total of 107 teachers were used for the survey and the
results generated were analyzed using descriptive and inferential statistics. The result showed
that teachers were ready to implement 21st century learning in their classrooms. This is also in
support of the research by Francisca and Samsudin (2018) who examined readiness of Biology
pre-service teachers in Kaduna, Nigeria to implement the use of ICT in their teaching. They
used 123 pre-service teachers from two higher institutions who were all in their final year. They
were administered a questionnaire to which responses were elicited. Findings revealed that Pre-
service Biology teachers were ready to implement ICT skills in teaching and learning in terms
of confidence, awareness, motivation, perception, knowledge and training but not ready in terms
of equipment. There is a connection between the level of integration of in-service teachers and
pre-service teachers. This finding supports the work of Lobo (2016) which shows that the
teachers integrate competencies that enhance critical thinking, problem solving, collaboration
and creativity among their students.
Is there a gender difference in integration 21st century competencies by Biology lecturers?
The result of this findings revealed that there was no significant difference in the level of
integration of 21st century competencies into the teaching and learning processes moderated by
gender. The result of this finding corroborates the findings of Francisca and Samsudin (2018)

43
Ogbonnaya, U.N. et al (2020). Integration of 21st Century Competencies in Teaching and Learning of Biology. CCU Journal
of Science, 1 (1), 32-45.

who observed that there was no significant difference between male and female Biology pre-
service teachers readiness to implement ICT skills in teaching and learning processes. This was
their observations after exposing 123 pre-service teachers to questionnaires to elicit responses
on their readiness to implement ICT in their teaching and learning processes.

Conclusion
The study establishes the need for integration of 21st century competencies in biology education.
It underscores the critical role of teacher competence for productivity in education. Also, it
recognizes the growing importance of technology in education and the need for teachers to
continuously update their competencies particularly as it relates to digital skills. It is
recommended that educational institutions should provide good internet connections, facilities
and other supports that enhance staff development to update their competencies.
Future work
Future work will focus on the hindrances to the integration of 21 st century competencies and its
effect on the quality of education. We are also looking at how emerging technologies could be
used to enhance inclusive biology education.

Competing Interests

We declare that there are no conflicting interests for the study.

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