Learning Action Cell Practices and Performance of Science Teachers in Enhancing 21st – Century Skills: Indigenous-Based Output for a LAC Template Model

This study explores the impact of Learning Action Cell (LAC) practices on science teachers’ classroom performance, focusing on the integration of 21st-century skills—critical thinking, creativity, communication, and collaboration—into teaching. The LAC model, a collaborative professional development strategy, enhances instructional practices to foster these competencies. Focusing on four key practices—problem identification, collaborative learning, action planning, and reflection—the study uses a mixed-methods approach to assess teaching effectiveness through the Classroom Observation Tool (COT) and teachers’ perceptions of 21st-century skills. Findings show that LAC practices significantly improve teaching strategies, particularly in addressing learner diversity, curriculum planning, and assessment. The integration of 21st-century skills resulted in increased student engagement and better learning outcomes. Based on these results, the study proposes an Indigenous LAC Template Model, which adapts LAC practices to the unique needs of teachers in indigenous communities. This model incorporates culturally responsive teaching methods and evidence-based strategies to support ongoing professional development, empowering educators to equip students with the skills needed for success in the modern world.