21 Lessons for the 21st Century by Yuval Noah Harari

The purpose of this article is to identify and analyze the ideas currently available in world science and practice among foreign researchers on the Social Credit System (SCS). These skills were demonstrated through their willingness to promote professional inquiry as shown by their actual research outputs and demonstration of high proficiency in the adoption of technology integration. Findings show that the use of WVC as a mode of delivery proved successful in creating an effective educational experience for all the participants as evidenced by their enhanced teacher leadership skills and academic vitality. It utilized descriptive developmental action research using a convergent mixed-method approach, and thematic analysis. Qualitative data include analysis of video recordings, reflection journals, observation notes, and actual research outputs. Quantitative data include survey questionnaires on perceptions on action research, perceptions on technology integration, training proficiency, and pedagogical practices.

The training was held for nine weeks, and 33 faculty members of the institution participated.

Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study aimed to evaluate the use of web video conferencing and the development of a faculty development program on sustaining teacher leadership and academic vitality through research. The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC).

21 Lessons for the 21st Century by Yuval Noah Harari