Abstract
The study aimed to examine the level of teachers’ instructional competence and cognitive flexibility of education students. Also, it sought to determine the relationship between teachers’ instructional competence and education students’ cognitive flexibility. This study engaged a mixed-methods design, utilizing a sequential explanatory approach. The participants of the study were education students from all year levels. There were 287 students who were randomly selected for quantitative and 14 for the qualitative: 7 for in-depth interviews and 7 for focus group discussions, which were purposively selected. Based on the results of the study, it was determined that the level of teachers’ instructional competence is very high. On the other hand, the level of cognitive flexibility is high. Also, the study’s findings suggest that there is a significant relationship between teachers’ instructional competence and cognitive flexibility of the education students. The results from the quantitative were confirmed by the qualitative probing, highlighting three essential themes: confirmed very high rating of teachers’ instructional competence, confirmed high rating of cognitive flexibility, and confirmed relationship of teachers’ instructional competence on cognitive flexibility. Based on the findings of the study, it is recommended that educators enhance their instructional competence by incorporating student-centered strategies that promote cognitive flexibility, such as inquiry-based learning and reflective activities. Schools should also support this by providing training on emotional intelligence, resilience, and problem-solving, as well as ensuring access to digital tools and a supportive learning environment. Lastly, future research is encouraged to further examine the specific teaching methods, emotional and environmental factors, and digital influences that shape students’ cognitive flexibility.
