DIGITAL PEDAGOGY IN BUSINESS TECHNOLOGY EDUCATION: IMPROVING LEARNER COMPETENCY THROUGH ICT INTEGRATION IN THE PHILIPPINES
Abstract
As the Philippines transitions toward the Fourth Industrial Revolution, integrating Information and Communication Technology (ICT) into business technology education has become a core institutional mandate to ensure the global competitiveness of graduates. This study investigates the impact of digital pedagogy on learner competency within Philippine business technology programs, addressing the structural and pedagogical shifts necessitated by the move toward flexible learning. Employing a sequential explanatory mixed-methods design, the research analyzed quantitative survey data from 341 students and faculty across diverse higher education institutions, supplemented by qualitative insights from focus group discussions and semi-structured interviews. The study utilized the Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM) frameworks to evaluate digital readiness and adoption drivers. Results indicate a moderate level of ICT integration (mean = 3.45), with high proficiency in basic productivity tools but significant gaps in specialized digital resources. A moderate positive correlation (r = 0.39, p <.001) was established between the level of ICT integration and academic performance, a relationship significantly moderated by institutional support. While perceived usefulness emerged as the primary motivator for technology adoption, the "archipelagic digital divide"—characterized by unstable connectivity and socio-economic disparities—remains a dominant structural barrier. The study concludes that a successful digital transformation requires moving beyond survival-mode adaptations toward a unified digital ecosystem that prioritizes pedagogical quality and equitable resource distribution. These findings provide a critical roadmap for policymakers and academic leaders to bridge the infrastructure-pedagogy gap in developing educational contexts.
References
1. Ajani, O. A. (2024). Technological pedagogical content knowledge for twenty-first century learning skills: Empowering African teachers for Industry 5.0. *International Journal of Research in Business and Social Science*, 13(4), 468-476.
2. Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. *Frontiers in psychology*, 12, 736522.
3. Bećirović, S. (2023). What is digital pedagogy?. In *Digital pedagogy: The use of digital technologies in contemporary education* (pp. 1-13). Singapore: Springer Nature Singapore.
4. Bizami, N. A., Tasir, Z., & Kew, S. N. (2023). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. *Education and information technologies*, 28(2), 1373-1425.
5. Branekova, D. (2015). Acquisition of digital competence in ICT courses for students in Pedagogy. *Trakia Journal of Sciences*, 13(1), 454-461.
6. Buluma, A., & Walimbwa, M. (2021). Blended learning pedagogy and the development of digital competences among teacher trainees in a predominantly face-to-face teacher education program. *SN Social Sciences*, 1(4), 87.
7. Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). *European journal of education*, 54(3), 356-369.
8. Chen, X., & Chan, S. (2024). Implementing digital pedagogy in TVET: A Connectivist perspective. *Vocation, Technology & Education*, 1(2).
9. Daniela, L. (2018). Smart pedagogy for technology-enhanced learning. In *Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning* (pp. 3-21). Cham: Springer International Publishing.
10. De Vera, J. L., Andrada, M. D., Bello, A., & De Vera, M. G. (2021). Teachers' competencies in educational technology integration on instructional methodologies in the new normal. *Lukad: An Online Journal of Pedagogy*, 1(1), 61-80.
11. Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Harnessing technology integration in education: Strategies for enhancing learning outcomes and equity. *World Journal of Advanced Engineering Technology and Sciences*, 11(2), 001-008.
12. Efremova, N., & Huseynova, A. (2022, May). Digital pedagogy: Opportunities and challenges of learning in the information environment. In *International Scientific Conference on Agricultural Machinery Industry “Interagromash”* (pp. 283-292). Cham: Springer International Publishing.
13. Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. *Educational technology research and development*, 68(5), 2449-2472.
14. Faloye, S. T., & Faniran, V. (2023). Integrating technology in teaching and learning practices: students’ competencies. *South African Computer Journal*, 35(1), 101-114.
15. Fleaca, E., & Stanciu, R. D. (2019). Digital-age learning and business engineering education–a pilot study on students’ E-skills. *Procedia manufacturing*, 32, 1051-1057.
16. Friedman, R. S., & Deek, F. P. (2004). Innovation and education in the digital age: reconciling the roles of pedagogy, technology, and the business of learning. *IEEE Transactions on engineering management*, 50(4), 403-412.
17. Gao, P., Choy, D., Wong, A. F., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. *Australasian Journal of Educational Technology*, 25(5).
18. Harprayudi, A. D., Lantu, D. C., & Sushandoyo, D. (2024). Challenges and Opportunities of Digital Learning: Pedagogical Approaches in Higher Business Education. *Global Journal of Business Social Sciences Review (GATR-GJBSSR)*, 12(4).
19. Joshi, D. R., Upadhayaya, P. R., Chapai, K. P. S., & Singh, A. B. (2025). Digital Pedagogical Competency Framework for Teacher (DPCFT) for 21st Century Teachers.
20. Kapasheva, Z., Mirza, N., Shastsitka, I., Gelmanova, Z., Makouchyk, A., & Umbetova, A. (2024, April). Modeling the development of pedagogical competence in higher education educators amid the digitization of the contemporary world. In *Frontiers in Education* (Vol. 9, p. 1360712). Frontiers Media SA.
21. Karanfiloğlu, M., & Bulut, M. A. (2025). Techno-pedagogical communication, ed-tech and media professionals: crossroads for enhancing instructional quality. *Interactive Learning Environments*, 33(7), 4193-4217.
22. Khan, S., Ahmed, R. R., Streimikiene, D., Streimikis, J., & Jatoi, M. A. (2022). The competency-based training & assessment, and improvement of technical competencies and changes in pedagogical behavior. *E & M Ekonomie a management.*, 25(1), 96-112.
23. Kivunja, C. (2013). Embedding digital pedagogy in pre-service higher education to better prepare teachers for the digital generation. *International Journal of Higher Education*, 2(4), 131-142.
24. Kumar, S. (2024). The Effects of Information and Communication Technology (ICT) on Pedagogy and Student Learning Outcome in Higher Education. *EAI Endorsed Transactions on Scalable Information Systems*, 11(2).
25. Makarova, E. A., & Makarova, E. L. (2018). Blending pedagogy and digital technology to transform educational environment. *International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)*, 6(2), 57-66.
26. Masa’deh, R. E., AlQudah, M. Z., Shatnawi, A., Samara, H., Ghasawneh, D., Al_Majali, R. T., & Al-Rahamneh, A. (2025). Digital technologies in business education: a hybrid literature review from the Web of Science database. *On the Horizon: The International Journal of Learning Futures*, 33(1), 72-103.
27. Medeshova, A., Adelbaeva, N., Kushekkaliev, A., Akimova, S., Khazhgaliyeva, G., Ramazanova, L., & Kassymova, А. (2024). The impact of pedagogical approaches for forming digital competence in students. *Qubahan Academic Journal*, 4(4), 374-382.
28. Mielikäinen, M. (2022). Towards blended learning: Stakeholders’ perspectives on a project-based integrated curriculum in ICT engineering education. *Industry and Higher Education*, 36(1), 74-85.
29. Mishra, S., Patra, S., Sahoo, D. R., & Panda, P. (2025). *Innovation Based Technical & Vocational Education & Training (TVET) Pedagogy: A forward looking guide to innovative, learner centred pedagogy transforming technical and vocational education for the 21st century*. AG Publishing House| AGPH Books.
30. Montes-Martínez, R., & Ramírez-Montoya, M. S. (2023). Pedagogical models and ICT integration in entrepreneurship education: Literature review. *Cogent Education*, 10(2), 2264026.
31. Nanjundaswamy, C., Baskaran, S., & Leela, M. H. (2021). Digital Pedagogy for Sustainable Learning. *Shanlax International Journal of Education*, 9(3), 179-185.
32. Nantha, C., Siripongdee, K., Siripongdee, S., Pimdee, P., Kantathanawat, T., & Boonsomchuae, K. (2024). Enhancing ICT literacy and achievement: A TPACK-based blended learning model for Thai business administration students. *Education Sciences*, 14(5), 455.
33. Ndiangui, P., Mwangi, F. K., & Zhang, J. (2025). Enhancing Student Skills through the Integration of Online Learning in Kenya's Competency-Based Curriculum (CBC). *Research in Social Sciences and Technology*, 10(2), 1-35.
34. Ng, W. (2015). *New digital technology in education*. Switzerland: Springer.
35. Oyedotun, T. D. (2024). Digital pedagogy: the role of e-learning tools in facilitating 21st century skills. *International Journal of Innovation in Education*, 9(1), 32-46.
36. Ramaila, S., & Molwele, A. J. (2022). The Role of Technology Integration in the Development of 21st Century Skills and Competencies in Life Sciences Teaching and Learning. *International Journal of Higher Education*, 11(5), 9-17.
37. Rastogi, A., & Malhotra, S. (2013). ICT skills and attitude as determinants of ICT pedagogy integration. *European Academic Research*, 1(3), 301-318.
38. Richard, C. M., & Musa, N. (2025). Meeting the Digital Needs of Adult Learners: An ODL Educators' Competency Framework. *International Journal of Academic Research in Business and Social Sciences*.
39. Sailin, S. N., & Mahmor, N. A. (2018). Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities. *Malaysian Journal of Learning and Instruction*, 15(2), 143-173.
40. Santoso, A., & Lestari, S. (2019). The roles of technology literacy and technology integration to improve students’ teaching competencies. *KnE Social Sciences*, 3(11), 243-256.
41. Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. *Journal of Pacific Rim Psychology*, 15, 1834490921995395.
42. Voronin, D. M., Saienko, V. G., & Tolchieva, H. V. (2020, May). Digital transformation of pedagogical education at the university. In *International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020)* (pp. 757-763). Atlantis Press.
43. Younis, B. (2024). Developing and validating the contextual technology andragogy/pedagogy entrepreneurship work content knowledge model: A framework for vocational education. *IEEE Transactions on Education*, 68(1), 57-66.
44. Yuting, Z., Adams, D., & Lee, K. C. S. (2022). The relationship between technology leadership and teacher ICT competency in higher education. *Education and Information Technologies*, 27(7), 10285-10307.
45. Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025, March). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. In *Frontiers in Education* (Vol. 10, p. 1562391). Frontiers Media SA.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal for the Advancement of Sustainable Development Goals
This work is licensed under a Creative Commons Attribution 4.0 International License.
License Statement
Creative Commons Attribution 4.0 International License (CC BY 4.0)
All articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Under this license, users are free to:
-
Share — copy and redistribute the material in any medium or format;
-
Adapt — remix, transform, and build upon the material for any purpose, including commercial use;
provided that appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated.
The licensor cannot revoke these freedoms as long as the license terms are followed.
Authors retain copyright of their work while granting JASDG the right of first publication. The published work remains freely available to readers and may be used, distributed, reproduced, and adapted by others in accordance with the terms of the CC BY 4.0 license.
For more information about this license, please visit:
https://creativecommons.org/licenses/by/4.0/
Copyright Notice
Copyright © 2026 The Author(s).
Articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, reproduction, and adaptation in any medium, provided the original author(s) and source are properly credited.
