The Role of Collaborative Learning Environments to the Digital Pedagogies of Experienced Teachers

This study investigated the relationship between collaborative learning environments and digital pedagogies among experienced teachers in Maramag I District, Bukidnon. Employing a descriptive-correlational design, data were collected through a validated survey questionnaire administered to 134 teachers selected via stratified random sampling. The findings revealed a high level of collaboration, with shared goals (mean = 4.45) and open communication (mean = 4.40) strongly supporting innovation (mean = 4.38), though constructive feedback and risk-taking opportunities required further development. Digital pedagogies were highly practiced (overall mean = 4.46), particularly in curriculum-aligned technology integration (mean = 4.51) and digital literacy promotion (mean = 4.47), while diversified digital assessments (mean = 4.39) lagged slightly. Correlation analysis demonstrated significant positive relationships between collaborative environments and digital practices, with innovation showing the strongest association (r = .597). These results underscore the interdependence of collaborative cultures and digital integration, highlighting how shared objectives, transparent communication, and iterative improvement foster effective technology adoption. The study advances understanding of how collaborative ecosystems enhance digital teaching strategies and recommend institutional support for feedback systems, conflict resolution training, and innovative assessment tools to sustain pedagogical growth. By bridging collaboration and digital innovation, this research provides insights for strengthening teacher practices in evolving educational landscapes.