Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 6 (2025)

ICT Landscape and Digital Literacy Skills of Basic Education Teachers

Rocelino C. Magtoltol | Jane C. Oropa

Discipline: Education

 

Abstract:

In today’s digital age, integrating Information and Communication Technology (ICT) in education is crucial, yet many teachers struggle with digital literacy due to institutional and personal barriers. This study examined the digital literacy skills of teachers and the ICT landscape in basic education. It explores teachers’ profiles, including age, gender, position, years of service, ICT-related training, educational attainment, and the ICT resources available in their schools. Using a quantitative research design, data were collected through a validated questionnaire from 174 teachers across 16 schools with the majority (70%) aged between 26 to 45 years, predominantly female (82%), and holding positions mainly as Teacher I (42%) and Teacher III (42%). Many teachers lack formal ICT training, and factors such as training attendance, years in service, age, and position significantly influence their digital literacy. Significant barriers to ICT integration include inadequate infrastructure, limited equipment, lack of stable internet connection (3.89), licensed software tools (3.56), access to computer hardware (3.53), and training in ICT use (3.66). Additional concerns included a lack of technical support, limited expertise, and insufficient time for ICT integration, leading to an overall mean barrier rating of 3.335, categorized as serious. To address these challenges, the study recommends comprehensive training programs and improved ICT resources to support teachers in enhancing their digital skills.



References:

  1. Abella, J., & Rosa, E. D. (2023). Digital Literacy and Digital Competence of Selected Filipino Teachers: Basis for a Post-Pandemic Pedagogy. Retrieved from https://philarchive.org/rec/ABEDLA-2
  2. Balanquit, E. P., Agnes, M., & Nool, N. R. (2023). The Influence of Faculty Members’ Educational Attainment on the Performance in the Licensure Examination for Teachers (LET) among State Universities and Colleges in the Philippines. Journal of Curriculum and Teaching, 12(1), 247–247. https://doi.org/10.5430/jct.v12n1p247
  3. Basiron, H., & Shaid, N. A. (2024). The Issue of Teachers Retire Early. International Journal of Academic Research in Business and Social Sciences, 14(7). https://doi.org/10.6007/ijarbss/v14-i7/22152
  4. Hasan Bedir. (2019). Pre-service ELT Teachersâ€TM Beliefs and Perceptions on 21st Century Learning and Innovation Skills (4Cs). Journal of Language and Linguistic Studies, 15(1), 231–246. https://www.jlls.org/index.php/jlls/article/view/1263
  5. Cui, Y., & Zhang, H. (2022). Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers’ professional development. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.966575
  6. Dragana Trninić. (2024). Digital Competencies of Elementary School Teachers. Seminar Net, 20(2). https://doi.org/10.7577/seminar.5831
  7. Disonglo, M. P., & Limpot, M. Y. (2023). Digital Literacy, Pedagogical Knowledge, and Research Skill: A Structural Equation Model in Professional Competence of Teachers. Asian Journal of Education and Social Studies, 42(4), 106–123. https://doi.org/10.9734/ajess/2023/v42i4928
  8. Haarala-Muhonen, A., Liisa Myyry, Eeva Pyörälä, Kallunki, V., Anttila, H., Katajavuori, N., Kinnunen, P., & Tarja Tuononen. (2023). The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1223665
  9. ISTE. (2024). How Can Your Self-Efficacy Impact Your Technology Integration? Retrieved from https://conference.iste.org/2024/program/search/detail_session.php?id=117206637
  10. Jung, J., Choi, S., & Fanguy, M. (2024). Exploring Teachers’ Digital Literacy Experiences. The International Review of Research in Open and Distributed Learning, 25(2), 41–59. https://doi.org/10.19173/irrodl.v25i2.7572
  11. Kibirige, I. (2023). Primary teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda. Education Sciences, 13(4), 382–382. https://doi.org/10.3390/educsci13040382
  12. Mae, M., Dayagbil, F. T., Alda, R. C., Baby Jane Uytico, & Francis, K. (2024). An exploration of the quality of graduates of Philippine teacher education institutions. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1235261
  13. Meruyert Temirkhanova, Gulmira Abildinova, & Celal Karaca. (2024). Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1408512
  14. Mpuangnan, K. N. (2024). Teacher preparedness and professional development needs for successful technology integration in teacher education. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2408837
  15. Napitupulu, M. H., Muddin, A., Bagiya, B., Diana, S., & Rosyidah, N. S. (2024). Teacher Professional Development in the Digital Age: Strategies for Integrating Technology and Pedagogy. Global International Journal of Innovative Research, 2(10), 2382–2396. https://doi.org/10.59613/global.v2i10.334
  16. Rajasekaran, S., Adam, T., & Tilmes, K. (2024). Digital Pathways for Education: Enabling Greater Impact for All. Retrieved fromhttps://documents1.worldbank.org/curated/en/099102124103012716/pdf/P173530151854505218eb417834e0f954cd.pdf
  17. Sebastian, M., Banate, R., & Saquin, M. (2022). Gender Roles Among Public Elementary Teachers: Basis For Gender-Responsive Intervention Activities. International Online Journal of Primary Education, 11(2), 401–411. https://www.iojpe.org/index.php/iojpe/article/view/243
  18. Teye, E. Q., & Duah, B. (2022). An Investigation of Contextual Factors for ICT Adoption and Utilization by Administrators and Managers of Basic Schools. International Journal of Technology in Education, 5(2), 351–368. https://doi.org/10.46328/ijte.224
  19. Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2022). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(28), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
  20. UNESCO. (2023). Technology in education. Unesco.org. https://www.unesco.org/gem-report/en/technology
  21. Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2020). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 59(2), 1–11. https://doi.org/10.1080/14703297.2020.1798269

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic