Innovation and Digitalization Strategy in Technical Education: Assessment of an Ergonomic Universal Working Table for Optimized Instructional Performance

Background/purpose. The study responds to persistent ergonomic, spatial, and instructional challenges in technical-vocational education, particularly within TESDA-accredited programs such as Animation NC II, Illustration NC II, Technical Drafting NC II, and Visual Graphic Design NC III. Traditional tools used in these programs are often bulky, expensive, and poorly suited for flexible instructional delivery. This research aimed to develop and evaluate an innovative, cost-efficient, and ergonomically designed instructional table to enhance teaching and learning performance in technical education. Materials/methods. Using a developmental research design guided by the ADDIE model, the study created the Notable Ergonomic Universal Working Table. The tool was evaluated by 30 purposively selected respondents—TESDA assessors, teachers, trainers, students, and industry practitioners—using structured quantitative instruments aligned with ISO/IEC 25010 quality standards. Data were analyzed using descriptive statistics. Results. The table received high ratings in functionality (M=3.74), efficiency (M=3.70), usability (M=3.74), and maintainability (M=3.75), with instructional effectiveness rated at M=3.89 and competency alignment at M=3.78. Overall, the tool was rated highly effective (M=3.76) as a multi-functional, portable, and sustainable instructional asset. It significantly addressed limitations found in traditional equipment and supported compliance with TESDA standards. Conclusion. The study concluded that the Notable Ergonomic Universal Working Table is a strategic educational innovation that enhances instructional delivery and training efficiency in technical education. Its design supports flexible, inclusive, and sustainable learning environments. The study recommends integrating smart technologies in future iterations to align with Industry 4.0 and Education 5.0 frameworks.