Abstract
The Department of Education (DepEd) has responded to this shift through policies such as DepEd Order No. 42, s. 2016, otherwise known as the National Adoption and Implementation of the Philippine Professional Standards for Teachers, which emphasizes ICT integration as a core teaching competency, and DepEd Order No. 11, s. 2022, which outlines the Basic Education Learning Continuity Plan, including digital learning strategies to ensure instructional resilience. These directives detailed the need for Filipino educators to develop robust digital pedagogy skills to meet evolving educational demands. This study aimed to assess the level of teachers’ digital pedagogy competence in a district of a medium-sized division in Central Philippines for the School Year 2025-2026. The study made use of a self-made instrument, which was validated by three (3) experts, reliability tested, and administered to 58 public elementary schools. The study areas used to explore the competence of teachers in terms of their digital pedagogy included Delivery of Lesson Content, Daily Classroom Integration, and Productivity Application. The result of the study showed that the level of teachers’ digital pedagogy competence was high in both Delivery of Lesson Content and Productivity Application and moderate in terms of Daily Classroom Integration. There was no significant difference in the level of teachers’ digital pedagogy competence when grouped and compared according to Age, Highest Educational Attainment, Length of Service, Number of ICT-related trainings, and Average Family Monthly Income. With the moderate results obtained on Daily Classroom Integration, this study recommended the implementation of Digital Integration Enhancement Workshops and ICT Competency Building Series.
Keywords: Teachers’ competence in digital pedagogy, ICT integration, and digital pedagogy