Fostering Learner Autonomy and Global Competence through Creative Nonfiction: A 21st-Century Approach to Meaningful Learning

The main purpose of this project is to develop instructional materials aligned with the Department of Education learning competencies on Creative Nonfiction integrated with global skills suitable for  Grade 12 students. A mixed (quantitative-qualitative) method using experimental design was employed in this project. The participants of the project were the three (3) Philippine teacher partners and thirty-six (36) Grade 12 students of Pavia National High School for school year 2020-2021 using purposive sampling techniques. The data in this project were collected through the Philippine teacher partners’ in-depth interviews, student participants' written output,s and observation during the implementation of the instructional design. The gathered data was processed using the Statistical Package for Social Science (SPSS) frequency and mean, and Clark and Braun (2006) thematic analysis. Findings revealed that the instructional design effectively promoted meaningful learning, learner autonomy, and student engagement, even in distance learning settings. Despite technological challenges, students produced quality work using new tools. Peer and teacher feedback boosted motivation and performance, while focusing on content over grammar reduced anxiety and encouraged creativity. Scaffolded activities and reflective writing fostered critical thinking and self-expression. Recommendations emphasize integrating global skills, adopting innovative technologies, strengthening student-teacher collaboration, and creating feedback-rich, supportive environments to enhance 21st-century competencies in both physical and virtual classrooms.