Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 8 (2025)

Best Practices in Digital Learning Implementation: A Case of TVL SHS Teachers

Lea Ayala | Edilberto Andal

Discipline: Education

 

Abstract:

The integration of digital learning in Technical-Vocational-Livelihood (TVL) education has become increasingly critical in modernizing instructional practices and enhancing student engagement. Despite various national initiatives, challenges persist in effectively utilizing digital tools, particularly among Senior High School (SHS) TVL teachers in Biñan City, Laguna. This study aimed to explore and identify the best practices in digital learning implementation among TVL SHS teachers, addressing the pressing need to bridge traditional hands-on technical education with emerging digital strategies. Employing a qualitative case study design, the research engaged ten purposively selected TVL SHS teachers from Biñan City. Semi-structured interviews served as the primary data collection method, supplemented by classroom observations and document reviews. Data were analyzed using thematic analysis, focusing on patterns in digital tool integration, instructional strategies, challenges faced, and student engagement impacts. Triangulation with feedback from head teachers and master teachers enhanced the study's credibility and validity. Findings revealed that TVL SHS teachers commonly used presentation tools, Learning Management Systems, and real-time assessment applications. Best practices included blending traditional and digital methods, using multimedia for complex topics, facilitating collaborative tasks through online platforms, and engaging students with project-based digital outputs. Challenges noted included inconsistent internet access, varying levels of digital literacy, and resource limitations. Nevertheless, teachers demonstrated resilience by adopting flexible and student-centered strategies. The study underscores the importance of strategic digital tool integration to enhance skill development, engagement, and learning outcomes in technical education. While significant strides were observed, infrastructural gaps and training needs persist. These findings have implications for educational policy, highlighting the necessity for targeted professional development, institutional support, and improved access to technology. Future studies should investigate the longitudinal effects of digital innovations on technical-vocational learning outcomes.



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