Teachers Digital Literacy and ICT Integration Towards Upskilling Teacher Standards

In today’s rapidly evolving educational landscape, the integration of Information and Communication Technology (ICT) has become essential in enhancing teaching and learning processes. This study investigated the digital literacy competencies and ICT integration practices of 254 teachers using Digital Literacy and ICT Integration questionnaires. Employing a descriptive-correlational research design, the study utilized the Raosoft Sample Size Calculator to determine the required sample size and adopted proportionate stratified random sampling to ensure fair representation across all districts within the division. A "Spin the Wheel" randomizer app was used to select participating schools, followed by a number picker wheel to identify individual respondents. Descriptive statistics were computed using the mean, while inferential analysis employed Pearson's r at a .05 significance level. The study revealed that teachers possessed a very high overall level of digital literacy. Specifically, their ICT literacy was rated high, while their competencies in media and information literacy were found to be at a very high level. The overall level of ICT integration among teachers was moderate. When examined across the stages of integration, teachers demonstrated very high engagement at the awareness and adoption levels, and a high level of integration at the adaptation stage. However, their integration notably declined at the infusion and transformation stages, which performance was rated low. Furthermore, the study identified a significant relationship between teachers’ digital literacy and ICT integration. Teachers are encouraged to build upon their existing strengths in basic ICT usage by progressively integrating more advanced and student-centered applications of technology into their instructional practices.