World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.199-208
Ma. Maruskah Z. Nacional
Department of Communication
Polytechnic University of the Philippines, Sta. Mesa
ABSTRACT
The rapid digitalization of higher education has reshaped traditional teaching practices, emphasizing the increasing need for digitally competent educators who can navigate and maximize technology in the classroom. As Guri-Rosenblit (2018) notes, the meaningful integration of digital tools in higher education depends greatly on the digital competence of both teachers and students, with educators playing a central role in guiding learning in a technology-driven environment.
In the Philippines, the Commission on Higher Education (CHED) has advanced several initiatives supporting digital transformation; however, many teachers remain in the early stages of adopting technology for pedagogical innovation. While educators commonly use digital tools for instructional delivery, studies such as Marcelo and Yot-Domínguez (2019) show persistent gaps in confidence, creativity, and learner-centered application—issues that are particularly evident in institutions striving to remain globally competitive while addressing local constraints.
This study examines the digital competence of university teachers across Batangas State University using the European Union’s Digital Competence Framework for Educators (DigCompEdu). A descriptive quantitative design was employed through a self-assessment survey measuring competence across six proficiency levels, from Newcomer (A1) to Pioneer (C2). Data collected via Google Forms were analyzed using descriptive and inferential statistics, including Kruskal-Wallis and Mann-Whitney U tests, to identify differences across demographic variables.
Findings showed that most faculty members are at the “Integrator” (B1) level, demonstrating moderate digital proficiency but limited progression toward advanced innovation and leadership. Significant differences were found across age, academic rank, years of service, and campus, while sex and employment status showed no statistical significance.
The study underscores the need for a structured, localized digital literacy training program tailored to Filipino educators. Though developed in the European context, DigCompEdu is adaptable, and its contextualized application can support faculty development and strengthen digital readiness in Philippine higher education.
KEYWORDS: digital literacy, digital competence, university teachers, information communication technology
