Abstract
This qualitative case study explored the lived experiences, challenges, and coping mechanisms of teachers at Cansantic Elementary School in integrating Information and Communications Technology (ICT) into their teaching practices. While global studies highlighted systemic barriers such as inadequate infrastructure and policy gaps, this research focused on individual teacher perspectives to uncover the nuanced realities of ICT integration in a localized educational context. Guided by two primary research objectives—examining teachers’ exposure to ICT utilization and their strategies for navigating integration challenges—the study identified two overarching themes: Digital Challenges and Enhanced Learning Support, and Social and Ethical Use and ICT Management. Findings revealed persistent barriers, including limited access to resources, outdated equipment, and insufficient ICT training. Despite these challenges, teachers demonstrated resilience by adopting innovative instructional methods, fostering peer collaboration, and promoting ethical digital practices. These adaptive strategies not only supported classroom instruction but also enhanced student engagement and learning outcomes. The study underscored the need for equitable access to digital tools, ongoing professional development, responsive administrative support, and robust technical infrastructure. By aligning institutional policies with the practical realities faced by educators, the research advocated for a more inclusive, responsive, and sustainable approach to ICT integration. Ultimately, this study contributed to the broader discourse on technology in education by amplifying teachers’ voices and offering actionable insights for school leaders and policymakers seeking to bridge the digital divide.
