Strengthening Master Teachers’ ICT Competencies to Achieve Sustainable Development Goals (SDG’s) in Basic Education: a Strategic Initiative for Effective Intervention

Objective: This study assesses the Information and Communication Technology (ICT) competencies of Grade 3 Master Teachers in the Division of City Schools Manila and proposes specific training interventions to enhance their technological skills. These initiatives align with several Sustainable Development Goals (SDGs), particularly SDG 4 on Quality Education, SDG 5 on Gender Equality, SDG 9 on Industry, Innovation, and Infrastructure, and SDG 17 on Partnerships for the Goals. Theoretical Framework: The study is based on the National ICT Competency Standards (NICS) framework, which outlines essential competencies for educators in technology operations, ethical conduct, teaching methods, and professional growth. These standards promote educational innovation and ensure equitable access to technology. Methods: Data was collected using a quantitative descriptive survey design through a structured NICS questionnaire completed by 32 Grade 3 Master Teachers. Statistical analysis was performed using SPSS v.21 to assess proficiency across key ICT domains. Results and Conclusion: This study emphasizes implementing targeted interventions to strengthen ICT competencies among Master Teachers. While they excel in technological operations and ethical practices, there is room for improvement in pedagogical innovation and professional collaboration. By focusing on these aspects, schools can significantly contribute to the goals of SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 5 (Gender Equality). The proposed intervention program, "ICT for SDG Education: Building Competencies for Master Teachers in Manila Schools," is designed to enhance capacity building, develop infrastructure, and promote collaboration among educators, fostering a more robust educational environment. Originality/Value: This study addresses significant gaps in teacher competencies, aligning its findings and recommendations with the United Nations’ Sustainable Development Goals while offering innovative approaches to sustainable educational practices.