TEACHER ACTION IN THE FACE OF EDUCATIONAL CHALLENGES OF THE 21ST CENTURY: A STUDY BASED ON CURRENT STUDENT MOTIVATION TECHNIQUES AT SCHOOL 5002 IN LUANDA

Abstract

This study focused on teachers' actions in the face of 21st-century educational challenges: a study based on current student motivation techniques at School 5002 in Luanda. We consider this a relevant, pertinent, and timely issue, given the challenges, changes, and educational dynamics of the 21st century. The objective was to understand how teachers at School 5002 implement current student motivation techniques in the classroom, with a view to proposing suggestions to the Ministry of Education for improving the teaching and learning process in the face of this century's challenges. Methodologically, this is a descriptive and exploratory study with a qualitative approach. The technique used was in-depth interviews, with non-probability convenience sampling, and the data were processed through content analysis.

The results show that transformative education is impossible without teacher action. Learning is student-centered, and the student actively constructs it. Since the student is the center of learning, it is imperative that they be guided toward the possibility of discovery. Hence the need to implement current motivational techniques in teacher interactions with students for successful learning. It is the teacher's responsibility to understand, organize, and create motivational techniques that make the class enjoyable and lead to student learning. Teaching and learning techniques have evolved over time. The world has changed, and schools must also adapt to the educational challenges of the 21st century. Based on the results of this research, the Ministry of Education is expected to invest in teacher training and ongoing development, considering the challenges, changes, and social dynamics to maximize teaching engagement in the teaching and learning process.