Teaching in the digital age: An inquiry into educators’ readiness for 21st-century learning tools

Abstract

This study examines the competence of in-service teachers in Bayugan City, Philippines, in integrating technology into instruction using the Technological Pedagogical Content Knowledge (TPACK) framework. Employing a descriptive correlational design, data were gathered from 136 junior and senior high school teachers through a 34-item TPACK survey. Findings reveal that teachers generally exhibit a high level of technology integration competence, with all TPACK components rated “Agree.” Significant differences emerged by age and teaching experience, indicating higher proficiency among younger and more experienced teachers. In contrast, no significant differences were found based on educational attainment, specialization, or learning delivery modality. Despite overall positive results, the study underscores the need for targeted professional development to address remaining gaps, particularly among older and less experienced teachers. Recommended interventions include equitable access to technological resources, mentoring and peer support, and sustained monitoring and evaluation. Overall, the study contributes evidence to support strengthening technology-driven teaching practices.