Extent of Utilization and Level of Competence in 21st-Century Instructional Pedagogies Amidst the Pandemic: A Cultural Lens on Higher Education Educators

This study examined the extent of utilization and competence of higher education educators amidst the pandemic in a state university to address the low passing rate in the Board Licensure Examination for Professional Teachers (BLEPT) and improve overall teaching quality, recognizing that instructional effectiveness is vital for student achievement, especially in teacher education programs. Using a descriptive survey method, data were gathered from faculty respondents and analyzed through frequency counts, percentages, ranking, mean, and weighted mean. The findings revealed that teachers were highly utilizing and highly competent in applying various instructional pedagogies, demonstrating adaptability in shifting between traditional, interactive, and technology-driven approaches to meet diverse learning needs, while their high competence levels reflected mastery and confidence in employing these strategies, which are crucial for improving instructional delivery and student performance outcomes. To address identified gaps and constraints, a validated Enhancement Program was developed to strengthen teachers’ pedagogical skills and provide continuous professional development opportunities, underscoring the importance of sustained training and support mechanisms to ensure educators remain effective, innovative, and responsive to evolving educational demands.