Implementation of Education 4.0, Teaching Innovativeness and Instructional Practices

This study examined the implementation of Education 4.0, teacher innovativeness, and instructional practices among 391 teachers in the Schools Division of Iloilo for the year 2024-2025, using a stratified proportionate sampling technique. Independent variables included age, educational attainment, length of service, position, and school size, while dependent variables focused on Education 4.0 implementation, innovativeness, and instructional practices. Data were collected through a researcher-designed questionnaire covering demographics, Education 4.0 implementation, teacher innovativeness, and instructional practices. Statistical analysis was performed using frequency count, percentage, mean, rank, T-test, ANOVA, and Pearson r, with computations processed via SPSS software at a 0.05 margin of error. Findings revealed a balanced mix of younger and experienced teachers, most holding bachelor's degrees and occupying entry- to mid-level teaching positions. Education 4.0 implementation was high (M = 3.99), particularly in technology-enhanced learning, though accessibility for younger students remained a challenge. Teacher innovativeness was rated very high (M = 4.30), with younger educators and those in medium-sized schools exhibiting slightly higher levels due to increased access to professional development and institutional support. Instructional practices were consistently upheld “Best Practiced” (M = 1.98) across classifications, reinforcing strong professional standards. Results indicated significant differences in Education 4.0 implementation and teacher innovativeness based on school size, while instructional practices varied significantly by age and school size. The implementation of Education 4.0, teacher innovativeness, and instructional effectiveness are strongly interrelated, emphasizing that the effective integration of Education 4.0 fosters creativity and enhances teaching methodologies.