Over the past few years, I have experienced significant changes in the nature of education as a teacher. Before, my classroom was largely teacher-centered, where I delivered lectures, distributed worksheets, and relied heavily on summative tests to measure learning. Now, the focus has shifted to designing experiences that are learner-centered, project-based, and competency-driven. For example, through Project MAPA, I guided students in mapping local history by interviewing community elders, digitizing artifacts, and presenting their findings to the public. This approach not only deepened their understanding of history but also strengthened their civic engagement. Technology also became an essential tool, not merely an add-on; I used simple learning management systems to share rubrics, WhatsApp groups to coordinate with parents, and digital platforms where students submitted video reflections instead of traditional paper reports. Assessment practices evolved as well, moving away from single high-stakes tests toward ongoing formative checks, peer feedback, and rubrics aligned with PPST indicators. Additionally, I have integrated social-emotional learning by beginning lessons with short check-ins and using value clarification activities that allow students to reflect on ethical and cultural dimensions of the lesson. One concrete example of this shift was when a quiet student, who rarely spoke in lectures, became highly engaged in the mapping project and eventually led his peers in GIS mapping. This experience highlighted how innovative and authentic approaches can uncover hidden talents, improve engagement, and connect classroom learning with the real needs of the community.