The integration of Information and Communication Technology (ICT) in education has become a critical component in modern teaching and learning, particularly in technical and vocational fields such as Technology and Livelihood Education (TLE). Globally, education systems have increasingly adopted ICT to enhance instructional strategies and student engagement. Countries like Finland, Singapore, and South Korea serve as models for ICT integration, demonstrating how technology can support interactive learning, develop digital competencies, and prepare students for technology-driven industries. However, despite these advancements, many educators, particularly in developing nations, continue to face significant challenges in effectively utilizing ICT due to inadequate professional training, limited resources, and a lack of institutional support. In the Philippines, the Department of Education (DepEd) has recognized the need for digital transformation in education, leading to the implementation of initiatives such as the National ICT Competency Standards for Teachers (NICS-T). These efforts aim to equip educators with the necessary skills to integrate ICT into their teaching practices. However, despite such initiatives, TLE teachers still encounter substantial barriers, including insufficient training programs, limited access to ICT tools, and varying levels of digital literacy. These challenges are particularly pronounced in resource-constrained settings, where inadequate infrastructure and technological support prevail. At the local level, Marinduque National High School (MNHS) mirrors these national challenges, with TLE teachers struggling to integrate ICT into their instructional practices effectively. While technology has the potential to revolutionize TLE education by making lessons more engaging and industry-relevant, its adoption remains inconsistent due to the lack of training and institutional resources. Understanding teachers’ insights on innovative strategies for enhancing their ICT skills is essential in addressing these gaps. This study explores the experiences and perceptions of TLE teachers at MNHS regarding the use of ICT in instruction, identifying best practices, challenges, and potential interventions. By examining these insights, the research aims to inform the development of targeted professional training programs and institutional policies that enhance the integration of ICT in TLE. The findings contribute to a broader discourse on ICT-enabled education, particularly in under-resourced schools, providing valuable recommendations for improving instructional practices and ensuring that TLE teachers are equipped with the digital skills necessary for 21st-century education. Ultimately, this research aims to support the sustainable development of ICT competencies among educators, thereby fostering more effective teaching methodologies and enhancing student learning outcomes.
Keywords: Teachers' Insights, Innovative Strategies, ICT Skills, Technology and Livelihood Education
https://doi.org/10.65494/pinagpalapublishing.38
