ICT Landscape and Digital Literacy Skills of Basic Education Teachers
DOI:
https://doi.org/10.69569/jip.2025.173Keywords:
Digital competency, Digital literacy, Educational technology, ICT challenges, ICT integrationAbstract
In today’s digital age, integrating Information and Communication Technology (ICT) in education is crucial, yet many teachers struggle with digital literacy due to institutional and personal barriers. This study examined the digital literacy skills of teachers and the ICT landscape in basic education. It explores teachers’ profiles, including age, gender, position, years of service, ICT-related training, educational attainment, and the ICT resources available in their schools. Using a quantitative research design, data were collected through a validated questionnaire from 174 teachers across 16 schools with the majority (70%) aged between 26 to 45 years, predominantly female (82%), and holding positions mainly as Teacher I (42%) and Teacher III (42%). Many teachers lack formal ICT training, and factors such as training attendance, years in service, age, and position significantly influence their digital literacy. Significant barriers to ICT integration include inadequate infrastructure, limited equipment, lack of stable internet connection (3.89), licensed software tools (3.56), access to computer hardware (3.53), and training in ICT use (3.66). Additional concerns included a lack of technical support, limited expertise, and insufficient time for ICT integration, leading to an overall mean barrier rating of 3.335, categorized as serious. To address these challenges, the study recommends comprehensive training programs and improved ICT resources to support teachers in enhancing their digital skills.
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