The Information Technology Resilience of Bachelor of Elementary Education Students

The primary aim of this study was to evaluate the level of Information Technology (IT) Resilience of Eastern Visayas State University, Ormoc City Campus Bachelor of Elementary Education students. This study addressed the lack of local studies on the ability of these students to adapt to flexible learning formats under the situation of the COVID-19 pandemic condition, the problems they faced, the approaches they employed, and the institution’s need to ready itself for the future challenges. Purposive random sampling was applied in collecting data from second- and third-year respondents of the Bachelor of Elementary Education (BEED) course. The original pilot test of 31 respondents was preceded by a representative sample size of 124 students. A survey questionnaire was administered to determine the demographic profile of the respondents and to measure the level of their resilience in terms of access to technology and basic digital literacy through 10 indicators for each factor. The data collected were processed using frequency tables for demographic profiles, weighted mean calculation for access to technology and resilience indicators, and correlation coefficient analysis to identify the interdependencies of demographic variables and the level of resilience. The study indicated a high correlation between demographic variables such as age, sex, year level, and marital status, and the level of resilience of the students in terms of access to technology and basic digital literacy. Students with improved access to technology and stronger digital literacy capabilities showed high resilience in adapting to flexible learning environments. This study highlighted the importance of equipping students with fundamental digital skills and technology access to enable their information technology resilience. The results are beneficial for guiding the development of targeted strategies that promote differential access to digital resources and build students’ preparedness for possible future educational interruptions. The results can serve as a basis for institutional policy development and program design for promoting student success in digital learning environments.