Integration of Digital Tools in TVL Instruction and Its Influence on Students’ Skill Development

This study examined the integration of digital tools in Technical-Vocational-Livelihood (TVL) instruction and its relationship with students’ skill development in selected public Senior High Schools in Cebu Province and Cebu City during School Year 2025–2026. A descriptive-correlational research design was employed involving 202 Grade 11 and Grade 12 TVL students from three schools. Data were collected using a researcher-made questionnaire and analyzed through frequency, percentage, weighted mean, and Pearson correlation. Digital tool integration was rated Integrated (M = 3.50), with multimedia presentations obtaining the highest mean (3.56) and online learning platform lowest (3.41). Students’ skill development was rated Developed (M = 3.52), with digital literacy ranking highest (3.65) and problem-solving lowest (3.41). Significant positive relationships were reported between interactive digital applications and problem-solving skills (r = 0.5047), multimedia presentations and digital literacy (r = 0.4872), and online learning platforms and problem-solving skills (r = 0.4222). The findings indicate that digital tool integration is associated with specific competencies rather than uniformly across all skill-development dimensions. TVL teachers should prioritize competency-aligned digital applications while maintaining guided hands-on activities through the proposed TVL Digital Integration Enhancement Guide. The study's reliance on self-reported data from three schools and its correlational design limit generalizability and causal interpretation. Nevertheless, the findings provide evidence for improving technology-supported vocational instruction, advancing educational sustainability under SDG 4 (Quality Education), and supporting employability-related competencies aligned with SDG 8 (Decent Work and Economic Growth).