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Abstract
Integrating technology into education is essential in today’s digital world. This study examines the digital competence and instructional practices of Araling Panlipunan teachers in the Tantangan District to inform program development. Using a descriptive and correlational research design, the study compares digital competence with instructional practices. The total sample consisted of seventy-nine elementary school teachers, sixteen school heads, and sixteen school ICT coordinators. Statistical tools such as mean, standard deviation, Pearson-r, and regression analysis were used to analyze the data. Findings indicate that teachers generally possess high digital proficiency but face challenges in creating original content and customizing instructional materials. Regression analysis showed that length of service had a significant negative relationship with digital competence, suggesting that teachers with longer service years tend to have lower digital skills. However, factors such as age, gender, and educational attainment did not significantly impact digital competence, implying that digital literacy training is accessible to all teachers regardless of background. A strong positive correlation was found between digital competence and instructional practices, meaning teachers with higher digital skills implement more effective teaching strategies. This underscores the importance of professional development programs to enhance digital literacy and pedagogical skills. To support teachers, capacity-building initiatives should be prioritized to improve instructional strategies, student engagement, and learning outcomes. Schools and policymakers must implement structured digital literacy programs to equip teachers with the necessary skills for 21st-century education. Strengthening digital competence will ultimately enhance the quality of teaching and learning in Araling Panlipunan and other subjects.
