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Navigating the Digital Age: Insights from Gen X Educators in the Philippines

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DOI: 10.5281/zenodo.10025568

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NAVIGATING THE DIGITAL AGE: INSIGHTS FROM
GEN X EDUCATORS IN THE PHILIPPINES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 687-696
Document ID: 2023PEMJ1287
DOI: 10.5281/zenodo.10025568
Manuscript Accepted: 2023-18-10
Psych Educ , 2023, 14: 687-696, Document ID:2023 PEMJ1287, doi:10.5281/zenodo.10025568, ISSN 2822-4353
Research Article

Navigating the Digital Age: Insights from Gen X Educators in the Philippines
Jayson E. Barnes*, Henry E. Lemana II, Junnitte B. Rulona, May Grace D. Bretaña
Remark Z. Mortalla, Cyndiarelle G. Abordo
For affiliations and correspondence, see the last page.
Abstract
The advent of the digital age thrust seasoned educators from older generations into a transformative
educational landscape. Among these educators, Generation X (born approximately between 1965 and
1980) emerged as pivotal figures bridging the analog and digital eras. Employing a descriptive
qualitative approach, this study delves into the narratives of Generation X educators in the
Philippines who continue to teach in the digital age. The research aims to uncover the insights they
have acquired throughout this transformative journey, both as individuals and as educators in the
digital era. Thirteen Generation X educators, selected through volunteer sampling, participated in
semi-structured interviews, and their data were subjected to thematic analysis. The research uncovers
three prominent themes illuminating the evolving landscape of pedagogy and continuous learning,
the pursuit of educational equilibrium, and the imperative of adaptation and thriving amidst change.
These insights advocate for policies that foster pedagogical innovation, teacher training programs
that empower educators with essential digital-age skills, and classroom practices that cultivate
dynamic, reciprocal, and evidence-based learning environments. Implications for further research are
also offered.

Keywords: gen x educators, digital age, insights, Philippines

Introduction and considerations that resonate on a global scale.

The advent of the digital age has ushered in a profound
and pervasive transformation across the various facets
of human existence, engendering a paradigm shift in
interpersonal engagement, labor, communication, and
education. Various studies (see Koc-Michalska et a.,
2016; Lent, 2018; Lifintsev & Wellbrock, 2019;
Saykili, 2019; Tyner, 2014) have conveyed that this
epoch of incessant technological innovation has, in
effect, redefined the contours of our human
experience, effectively extending the horizons of
possibility beyond previously conceived limits.
The term "digital age" encapsulates the frontier of
technological advancement, characterizing an
environment wherein innovation exhibits a seemingly
boundless trajectory, and the tempo of transformation
remains ceaseless (Flyverbom et al., 2016; Thomas,
2019). This encompasses the continually evolving
landscape of digital tools, devices, platforms, and
networks that orchestrate and mold our quotidian
experiences (Denning, 2022). From the ubiquity of
handheld computing devices, typified by smartphones,
and the profound influence wielded by social media, to
the integration of artificial intelligence and the
utilization of cloud-based services, the digital frontiers
stand as an emblem of humanity's forefront
accomplishments in the realm of technology (Thomas,
2019).
Within the precincts of the digital age, society
confronts an intricate tapestry of challenges, dilemmas,
While technology has incontrovertibly ameliorated our
access to information, modes of communication, and
avenues for commercial interaction, it has concurrently
introduced a constellation of nuanced issues and
concerns. Preeminent among these is the phenomenon
known as the "digital divide." As Mubarak and Suomi
(2022) describe, this phenomenon denotes the
pervasive inequality in access to technology and the
internet, which has accentuated preexisting socio-
economic disparities. As a consequence, while certain
segments of the population enjoy unhindered access to
information and opportunities, others find themselves
marginalized due to their exclusion from the digital
realm, thus exacerbating extant societal divisions
(Antonio & Tuffley, 2015).
Moreover, in today's digital era, there's a significant
concern that has garnered widespread attention: the
issue of data privacy and cybersecurity (Shackelford,
2016). This concern arises from the growing
digitization of personal information and the increased
sharing of data. Hence, protecting sensitive
information has become critically important, extending
beyond the individual to encompass businesses and
government entities (Walters & Novak, 2021). From a
bigger picture, the rapid evolution of technology in the
digital age has fundamentally altered how people
manage personal data.
Likewise, education, as a cornerstone of society,
stands at the crossroads of the digital age (Rosenberg
& Koehler, 2018). The classroom, once characterized

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Research Article
by traditional, teacher-centered pedagogy,
has transformed into an environment that fosters
student- centered learning, embracing digital
tools and resources (Alfia et al., 2020; Donohue,
2014; McKnight et al., 2016.) However, this
paradigm shift is not without its own set of
challenges and complexities. Situated at the
epicenter of this maelstrom of change are educators
belonging to the Generation X cohort (born roughly
between 1965 and 1980), who find themselves
grappling with the intricate and dynamic topography
of the digital age (Bjerg, 2020; Kagan, 2023).
With that, this phenomenal transition has spurred a
substantial body of research that underscores the
challenges and complexities Generation X educators
face as they navigate this transformative landscape.
Existing literature provides compelling evidence to
support the assertion that educators belonging to this
cohort are indeed grappling with multifaceted issues
within the digital age's dynamic topography.
Research by Haleem et al. (2022) highlighted that the
fast-evolving digital environment necessitates
continuous learning and professional development to
ensure educators' competence in utilizing digital
resources effectively. This sentiment is echoed by
various researchers (Afzal et al., 2023; Peña-López,
2010; Rogers, 2016) who stressed the need for
ongoing training and support to bridge the digital
divide and empower these educators to stay current
with evolving technologies.
Pedagogical challenges arising from the shift to digital
education have also garnered significant attention in
the literature. A study by Bugnos et al. (2022)
illuminated the necessity for Generation X educators
to adapt their teaching methods to accommodate
diverse learning styles, emphasizing the importance of
student-centered, interactive, and multimedia-rich
approaches. Furthermore, research by Edge et al.
(2016) argued that embracing innovative pedagogical
strategies and perspective is paramount for these
educators to thrive in the digital age.
The issue of digital equity, another critical concern
highlighted in the literature, is consistently supported
by a range of studies. Hoorani et al. (2022)
emphasized the significance of educators being
mindful of the digital divide and designing inclusive
lessons to mitigate disparities in learning
opportunities. This perspective resonates with findings
from the work of Passey et al. (2018), which
underscored the role of schools and policymakers in
ensuring equitable access to technology and
connectivity for all students.
Barnes et al.
Drawing from Maleesut's comprehensive study
conducted in 2019, it becomes evident that a host of
challenges confront STEM Generation X (Gen X)
educators. These challenges underscore a critical
disjunction in the realm of online education. While
students from the current generation exhibit readiness
and adaptability towards online learning, their Gen X
teachers are often ill-prepared to develop and
administer effective online learning systems.
Furthermore, Maleesut's (2019) research underscores
the need for substantial pedagogical adjustments
among Gen X educators. While their students may
readily adapt to online learning environments, Gen X
teachers often grapple with transforming their
traditional teaching methods to align with the demands
of digital education. The transition from in-person
instruction to online modalities necessitates a shift in
pedagogical strategies, emphasizing interactivity,
multimedia integration, and effective online
communication—skills that Gen X educators may
need to cultivate.
Apparently, within the vast body of educational
research (e.g., Bugnos et al., 2022; Maleesut, 2019;
Passey et al., 2018), a considerable corpus of studies is
dedicated to delving into the multifaceted challenges
educators face from preceding generations as they
grapple with the evolving educational landscape.
These inquiries have provided valuable insights into
the difficulties encountered by veteran teachers and the
adaptive strategies they employ to navigate the shifting
tides of pedagogy. Nonetheless, it becomes
increasingly apparent that a noticeable gap persists in
our scholarly comprehension concerning how
Generation X educators, situated at a unique juncture
between their older and younger counterparts, perceive
and respond to this transitional phase.
In this discernible gap in the researchers’
understanding lies an opportunity for a deeper
exploration of the reflective processes and discernment
that Gen X educators engage in as they traverse the
ever-evolving terrain of education. It becomes
imperative to investigate how these educators
cognitively process this transition, drawing upon their
experiences and wisdom garnered from previous eras
of teaching while simultaneously assimilating the
innovative practices and technologies that characterize
the digital age. Furthermore, the question arises about
how Generation X educators distill meaningful lessons
from this epoch of change and employ these insights to
cultivate survival strategies within the pedagogical
realm.
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Research Article
Employing a descriptive qualitative approach, this
study embarks on a journey into the narratives of Gen
X educators from the Philippines who continue to
teach in the digital age. Specifically, it aims to unearth
the insights they have gleaned from this transformative
journey, both as individuals and as educators in the
digital era. The significance of this study is
multifaceted, as it holds the potential to inform
educational policies, teacher training programs, and
classroom practices. By drawing from the wealth of
experience Gen X educators possess, we can gain
profound insights into how educators adapt to the ever-
evolving digital frontiers and prepare students for a
future in which technology will continue to play a
pivotal role. Moreover, this study contributes to a
broader conversation about generational dynamics and
resilience in the face of technological change. The
lessons and wisdom of Gen X educators offer valuable
guidance for educators and policymakers alike. Their
narratives illuminate the path forward as we
collectively navigate the complexities of the digital
age, ensuring that education remains a beacon of
opportunity and empowerment for generations to
come. Hence, to pursue this study, a research question
guided the entire process: What insights have
Generation X educators from the Philippines gained
from teaching in the digital age?
Methodology
Research Design
The research design chosen for this study is a
descriptive qualitative design (Lambert & Lambert,
2012), characterized by its focus on providing a
detailed, contextually rich description of a
phenomenon without seeking to establish causal
relationships or quantify data (Kim et al., 2017). This
choice is justified based on the study's objectives,
which aim to explore and understand the insights of
Generation X educators in the Philippines as they
navigate the challenges of teaching in the digital age.
This phenomenon is complex and context-dependent,
making qualitative research an ideal approach to
capture its nuances effectively.
Participants and Sampling Technique
Participants in this study consisted of Generation X
(Gen X) Educators, individuals born between 1965 and
1980, who have been actively involved in the teaching
Barnes et al.
profession and have firsthand experience in 21st-
century classroom settings. The sampling method
employed in this study was voluntary sampling
(Hassan, 2023; Murairwa, 2015). This approach
involves individuals willingly choosing to participate
in the research, and it is characterized by participants'
self-selection rather than being chosen by the
researchers themselves. The justification for using
voluntary sampling in this study is twofold. First, it
allows for a more convenient and accessible
recruitment process, especially in cases where it might
be challenging to locate and select specific individuals
through other methods. Secondly, voluntary sampling
aligns with the ethical principles of informed consent
and respect for participants' autonomy. In this study,
the researchers ensured that participants were duly
informed about the study's objectives and nature, and
they were given the freedom to decide whether or not
they wished to take part.
The researchers initiated the participant recruitment
process by posting a call for participants on their
respective Facebook accounts. In the Facebook post,
they included specific criteria for potential participants
to ensure that they met the study's requirements. This
criteria primarily consisted of being a Generation X
educator, born between 1965 and 1980, with teaching
experience in 21st-century classrooms. These criteria
were carefully selected to target individuals who
possessed the relevant expertise and experiences
necessary for the study.
The Facebook post also provided a brief but
informative description of the study, outlining its
nature, objectives, and significance.
Following the posting of the call for participants, the
recruitment period spanned two weeks, during which
interested individuals had the opportunity to express
their interest in participating. After the two-week
recruitment phase, a total of 13 individuals (who all
came from Davao City, Philippines) signed up and
expressed their willingness to be part of the study.
These sign-ups then underwent a thorough screening
process to assess their eligibility, based on the
inclusion criteria clearly outlined in the initial call for
participants. The participants in this research were
exclusively Gen X educators, specifically elementary
school teachers based in Davao City. The cohort
exhibited diverse gender representation. Their ages
spanned from 44 to 55 years old. Once eligible
participants were identified, the researchers conducted
an online orientation session. During this orientation,
participants were provided with more detailed
information about the study's objectives, research
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procedures, and what was expected of them as
participants. This phase allowed participants to ask
questions and seek clarifications, ensuring they had a
comprehensive understanding of their involvement in
the research. Following the orientation, participants
were required to provide informed consent,
reaffirming their willingness to participate voluntarily
in the study.
Data Gathering Process
The data gathering process commenced by obtaining
formal authorization from the relevant educational
institutions through official letters of permission, a
crucial step to ensure compliance with ethical research
practices. In addition to institutional approvals,
external researchers were also engaged to conduct a
thorough review of the research proposal, emphasizing
the study's ethical considerations. Subsequently, the
recruitment phase was initiated, targeting eligible
participants who aligned with the study's
criteria—specifically, Generation X educators with
pertinent teaching experience in 21st-century
classrooms. After the meticulous screening process,
selected participants engaged in a comprehensive
online orientation session, where they received
detailed information regarding the study's objectives
and their roles within the research endeavor. Post-
orientation, participants willingly provided informed
consent, affirming their voluntary participation in the
study, further underscoring the research's ethical
foundation.
Data collection primarily involved semi-structured
interviews conducted via Zoom.; each interview ran
for 30 to 45 minutes. Using Zoom for interviews was
primarily justified by its capacity to facilitate remote
interactions, ensuring that participants could engage in
the study without the need for physical presence. This
was particularly beneficial considering the
geographical location of all participants in Davao City.
During the interviews, participants were asked a series
of open-ended questions designed to explore their
insights as Generation X educators in the digital age.
These questions aimed to uncover their perspectives
on the challenges and opportunities presented by
teaching in the digital era and how their experiences
could inform educational policies, teacher training
programs, and classroom practices in the ever-
evolving digital landscape.
Data Analysis
In this study, a rigorous qualitative data analysis
approach known as thematic analysis was employed
Barnes et al.
(Clarke et al., 2015). The process began with the
meticulous transcription of interview recordings,
ensuring the faithful representation of participants'
responses. The thematic analysis involved several
iterative steps, including data familiarization, initial
coding, theme identification, and review and
refinement of themes. To enhance credibility, member-
checking was conducted by sharing preliminary
findings with participants for their feedback and
validation. Additionally, a peer-debriefing process
involved discussions with colleagues or experts in
qualitative research to ensure analytical rigor and
trustworthiness. Thematic analysis proved to be a
robust method for extracting meaningful insights from
the data, enriching the study's findings on the insights
of Generation X educators teaching in the digital age.
Ethical Considerations
Ethical considerations were central to this study's
execution, in line with Creswell and Poth's (2016)
emphasis on research ethics. Fundamental ethical
principles were rigorously observed to safeguard
participant well-being and rights. To ensure participant
comfort and privacy, workplace and personal profiles
were intentionally undisclosed during interviews,
respecting boundaries and enhancing trust. Strict
confidentiality measures were maintained, including
coding quoted statements to protect participant
identities. Additionally, all data representing majority
or individual perspectives were treated as valuable.
Doubts in data transcription were resolved through
informant consultation, with no alterations made
without their consent.
Results
Theme 1: Evolving Pedagogical Approaches and
Continuous Learning
The insights derived from the experiences of
Generation X educators in the Philippines within the
digital age underscore the profound transformations
occurring in the realm of education. A subtheme theme
that emerges from their reflections is the concept of
continuous learning. As elucidated by one participant,
“The learners learn by experience, that learning is a
continuous process, a teacher can learn from students
too (P5).” This subtheme signifies a paradigm shift
towards a more dynamic and reciprocal educational
model, where learning is no longer confined to the
classroom but extends into the ongoing exchange of
knowledge between educators and students. The
acknowledgment that teachers can glean valuable
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insights from their students reflects a shift from the
traditional teacher-centered approach to a more
student-centric pedagogy, as highlighted in the
subsequent theme.
Participants also describe positive experiences in
which classrooms have become student-centered,
emphasizing technological advancements in teaching.
In this model, learners take on a more active role,
executing tasks and projects, while educators assume
the role of coaches and facilitators.
Some positive experiences as Gen X educators that I
had in the 21st century The classroom was student-
centered, not teacher-centered, and technological
advancement in teaching where the learners execute,
and the educators act as a coach and helpers while the
learners doing their task or work on projects. (P7)
This shift underscores a fundamental change in the
dynamics of education, where the teacher is no longer
the sole disseminator of knowledge but a guide in the
students' journey of discovery. This transformation is
closely linked to the fostering of critical thinking and
evidence-based learning, a theme that emphasizes the
importance of students' ability to support their ideas
and opinions with facts and evidence.
The most important thing to me is how the students
could really elevate this kind of opinion or if that is
kind of fact, as long as all those ideas, facts, and
opinions can be supported. (P1)With the evolution of
their teaching practices and the integration of
technology, Generation X educators have acquired a
heightened sense of confidence. This newfound
confidence is rooted in meaningful experiences, as
expressed in the statement:
Now my teaching practice is better cause now I can
see, what I am teaching them is with sense. Thus, I can
say that I have a hold of it because I know my craft,
and I am confident teaching these to them because I
have experiences that I have acquired meaningfully
(P13). The experiences garnered from teaching in the
digital age have not only enhanced their confidence
but also facilitated their adaptation to the changing
educational landscape, epitomizing the theme of
adaptation and resilience.
Furthermore, the challenging circumstances brought
about by the COVID-19 pandemic have been
significant for Generation X educators. These
experiences have necessitated increased computer
manipulation and the adoption of various digital tools,
pushing educators out of their comfort zones.
However, these challenges have been met with
Barnes et al.
resilience, as educators view them as positive learning
experiences.
As a Gen X educator, I experienced challenging
situations, especially during COVID-19 Pandemic. All
your activities require computer manipulation such as
monthly reports, google meetings, module writing, and
so on. Though I had a hard time doing this activity,
still I consider it a Positive experience because I have
learned so much from it. (P7)
In addition to adaptability, the insights shared by
Generation X educators highlight the importance of
leadership and adaptation. These educators aspire to be
leaders in the classroom, blending professionalism and
cultural elegance. They ambitiously employ
information and communication technology (ICT) and
computer applications to enhance teaching and
learning. The adjustment of teaching strategies to cater
to each learner's abilities and needs underscores their
commitment to educational innovation. One
participant explained:
I aspire to be a leader in socio-economic growth in the
classroom as a Gen X educator in the twenty-first
century. I strive to be the epitome of both professional
and cultural elegance. Despite the obstacles in my
technological environment, I ambitiously use ICT and
computer applications to help teach and learn. I've
successfully adapted my teaching strategies employing
technology and devices by adjusting my approach to
each learner's abilities and needs. (P2)
The insights garnered by Generation X educators in
the Philippines from teaching in the digital age reflect
a multifaceted journey of transformation and
adaptation within the educational landscape. Theme 1,
emphasizing evolving pedagogical approaches and
continuous learning, underscores a fundamental shift
towards student-centered learning. Educators have
come to recognize that learning is an ongoing process,
not confined to the confines of a classroom, and that
they can learn from their students as much as students
learn from them. This reciprocal relationship between
educators and learners fosters an environment where
critical thinking and evidence-based learning are
paramount. These educators acknowledge that
confidence in their craft comes from meaningful
experiences and that adaptation and resilience in the
face of challenges, such as those presented by the
COVID-19 pandemic, are key to professional growth.
Theme 2: Educational Equilibrium in the Digital
Age
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Within this theme, the Generation X educators'
insights revolve around the idea of sustaining
equilibrium in the ever-evolving landscape of
education. They share valuable perspectives on how to
balance personal and professional life, offer support to
colleagues, and manage time effectively. These
insights collectively reflect their dedication to
maintaining equilibrium while navigating the
multifaceted challenges and opportunities presented by
the digital age.
Participants recognize that the demands of teaching
can be overwhelming, especially in the digital age,
where the role of educators has expanded beyond the
classroom. Participants shared insights into how they
support their peers by helping them manage their
workloads, navigate the intricate balance between
personal and professional obligations, and maintain a
healthy work-life equilibrium. This support extends to
fostering academic innovation, encouraging
originality, and discovering underutilized skills among
colleagues.
As a Gen X educator, I assist colleagues in managing
their workloads, juggling personal and professional
obligations, and preserving a healthy work-life
balance. I support academic innovation, originality,
and the discovery of underutilized skills. It's critical to
develop a teaching burden equation that takes into
account all tactics, ensuring that teaching quality fits
with subject strengths. (P3)
Gen X educators offer for my colleagues on balancing
personal we should take good care of our body, count
our blessings, resist the need for perfection and
practice awareness, to our professional responsibilities
we have skills of adaptability, adjustment, problem-
solving, communications, self-directional, time
management, human relationship, and skills synergy.
(P4)
Meanwhile, time management is a key component of
maintaining the delicate balance between personal and
professional responsibilities. As educators who have
navigated the digital age, Gen X educators offer
practical recommendations to their colleagues. They
advise on the importance of practicing time
management to ensure that personal and professional
commitments do not become overwhelming. Their
recommendations include dedicating quality time to
oneself and one's family while diligently fulfilling
work responsibilities.
As a Gen X educator, I would advise my colleagues to
practice time management. They should balance their
personal responsibilities with professional
Barnes et al.
responsibilities. Spend quality time with yourself and
with your family. Do your responsibility at work
diligently. (P8)
The Generation X educators' insights within Theme 2
shed light on their unwavering commitment to
maintaining a harmonious balance in the ever-evolving
education landscape. They emphasize the significance
of sustaining equilibrium by offering valuable
perspectives on how to strike a balance between
personal and professional life, provide support to
colleagues, and manage time effectively. These
insights underscore the educators' dedication to
delivering quality education and fostering a supportive
and balanced teaching community.
Theme 3: Adapting and Thriving in the Digital
Educational Landscape
In the ever-changing education landscape, another key
insight underscores the necessity of adaptation and
evolution. As one participant aptly put it, "Change is
constant, you really have to evolve because you'll be
left behind" (P11). This perspective highlights the
dynamic nature of teaching in the digital age, where
staying stagnant is not an option.
Furthermore, participants also put forward that a
fundamental aspect of this evolution is continuous
learning and open-mindedness. As educators, it is
imperative to embrace the idea that "we really have to
read, we really have to expand our horizon, not to be
biased or not to be prejudiced by those things that we
have learned" (P6). This insight emphasizes the
importance of staying curious, remaining receptive to
new ideas, and avoiding cognitive rigidity.In the
context of an ever-evolving educational landscape,
critical thinking and informed decision-making take
center stage. Educators recognize that they must equip
themselves with the right knowledge and information.
As one participant aptly stated:
Educators as we are, we really have to be equipped
with the right knowledge, with the right information,
not to be swayed by whatever impulses are being fed
to us by media, by whomever authors online, we have
to weigh things based on our readings (P1).
This perspective underscores the role of educators as
discerning thinkers who make informed decisions in
the best interest of their students and the learning
process.
Generation X educators emphasize the imperative of
adaptation and thriving amidst change. Their insights
underscore the constant evolution required to remain
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relevant in education. They stress the significance of
continuous learning, open-mindedness, and expanding
one's horizons to avoid bias and prejudice. Moreover,
they advocate for critical thinking and the acquisition
of the right knowledge to resist the sway of online
influences. As educators, they recognize that to excel
in the digital age, they must skillfully navigate the
complex web of information and technology while
fostering informed decision-making. Together, these
insights coalesce into compelling Theme 3,
highlighting their unwavering commitment to staying
resilient and innovative in the face of change.
Discussion
The insights garnered from Generation X educators in
the Philippines hold significant implications for
formulating educational policies, refining teacher
training programs, and enhancing classroom practices
within the dynamic context of the digital frontier in
education. These implications align with various
studies and related literature emphasizing the
importance of pedagogical innovation, continuous
learning, and cultivating student-centered teaching
methods.
For instance, in Theme 1, "Evolving Pedagogical
Approaches and Continuous Learning," the insights
highlight a fundamental shift towards student-centered
learning, a concept corroborated by numerous
educational studies (see Catalano, 2019; McKnight et
al., 2016.) This shift underscores the necessity for
educational policies to encourage and support
pedagogical innovation that places students at the
center of the learning process (Alfia et al., 2020;
Donohue, 2014). Teacher training programs should
incorporate modules that prioritize continuous learning
and the development of student-centric teaching
methods, aligning with existing literature that
emphasizes the role of teachers as facilitators of
learning. In the classroom, these insights resonate with
the research suggesting that dynamic and reciprocal
learning environments promote critical thinking skills,
reinforcing the need for classroom practices that
nurture such environments (Florea & Hurjui, 2015;
Lovelace et al., 2016).
Furthermore, Theme 1 underscores the importance of
educators' confidence in their teaching abilities, which
aligns with studies emphasizing the value of practical
experience and self-efficacy (Fackler & Malmberg,
2016; Ma & Cavanagh, 2018). Educational policies
should, therefore, create opportunities for educators to
gain practical experience and develop confidence in
Barnes et al.
adapting to the digital age, as supported by existing
literature. Teacher training programs should integrate
real-world scenarios and digital tools to empower
educators with the necessary skills and confidence. In
the classroom, these insights corroborate the literature
highlighting the mentorship role of educators in
supporting students as active learners and critical
thinkers (Bean & Melzer, 2021; Bezanilla et al., 2019;
Zivkovil, 2016).
Theme 2, "Educational Equilibrium in the Digital
Age," emphasizes the need for policies that address
educators' work-life balance, a topic extensively
discussed in the literature on teacher well-being (see
Bauwens et al., 2020; Borah, & Bagla, 2016; Johari et
al., 2018). These insights call for educational policies
that prioritize the mental and emotional well-being of
educators, as emphasized by various studies (see
Bauwens et al., 2020; Borah, & Bagla, 2016; Johari et
al., 2018). Teacher training programs should integrate
modules on stress management, time management, and
work-life balance, in line with literature advocating for
teacher wellness programs. In the classroom, these
insights align with the research suggesting that a
supportive and balanced teaching community
contributes to educators' overall well-being and job
satisfaction (Agha, 2017; Baluyos et al., 2019).
Moreover, Theme 2 underscores the importance of
educators supporting their colleagues, a concept
consistent with collaborative teaching approaches
discussed in educational research (e.g., Valiente et al.,
2020). These insights imply that educational policies
should encourage collaborative teaching methods and
provide avenues for professional development that
facilitate knowledge sharing among educators, in line
with existing literature (Bell & Thomson, 2018).
Teacher training programs should foster a sense of
community and mutual support, aligning with studies
emphasizing the significance of a collaborative
teaching environment. In the classroom, these insights
corroborate research suggesting that collaborative
efforts among educators lead to improved teaching
practices and student outcomes (Kelly & Cherkowski,
2015; Ning et al., 2015).
Finally, Theme 3, "Adapting and Thriving in the
Digital Educational Landscape," underscores the
importance of policies that promote ongoing
professional development, a concept well-documented
in educational research (Kennedy, 2016; Smith, &
Gillespie, 2023). These insights imply that educational
policies should prioritize continuous learning
opportunities for educators, aligning with existing
literature that emphasizes the value of lifelong
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Research Article
learning. Teacher training programs should focus on
equipping educators with the skills to navigate the
digital age effectively, in line with studies emphasizing
the importance of digital literacy in education (Caena
& Redecker, 2019). Classroom practices should
encourage a culture of continuous learning and critical
thinking, aligning with research and advocating for
pedagogical approaches that foster adaptability and
innovation (Brookfield, 2017; Liu, 2015; Schedlitzki,
2019).
Conclusion
In conclusion, it can be concluded that Gen X
educators have undergone profound transformations in
their pedagogical approaches, emphasizing continuous
learning and the adoption of student-centered teaching
methods. They acknowledge the reciprocal nature of
education, where educators can learn from their
students, marking a shift from traditional teacher-
centered paradigms. Moreover, the integration of
technology has allowed for more dynamic and
engaging learning environments, promoting critical
thinking and evidence-based learning among students.
The experiences garnered in the digital age have
instilled a newfound confidence in these educators,
enabling them to adapt and thrive in the evolving
educational landscape, even in the face of challenges.
Their commitment to leadership, cultural elegance, and
the use of information and communication technology
exemplifies their dedication to educational innovation.
The findings also highlight the resilience, adaptability,
and commitment of Generation X educators in the
Philippines in the digital age. As discussed above,
policies should encourage pedagogical innovation,
student-centered learning, and ongoing professional
development. Teacher training programs should equip
educators with the skills and confidence to navigate
the digital age effectively. Classroom practices should
foster dynamic, reciprocal, and evidence-based
learning environments.
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Affiliations and Corresponding Information

Jayson E. Barnes
Malagos Elementary School SPED Center – Philippines
Henry E. Lemana II
Sultan Kudarat State University – Philippines
Junnitte B. Rulona
San Vicente National High School
Department of Education – Philippines
May Grace D. Bretaña
Daniel R. Aguinaldo National High School
Department of Education – Philippines
Remark Z. Mortalla
San Pedro College – Philippines
Cyndiarelle G. Abordo
University of the Immaculate Conception – Philippines

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