INSTITUTIONAL READINESS AND MANAGEMENT CHALLENGES IN INTEGRATING 21ST-CENTURY TECHNOLOGY EDUCATION PROGRAMS IN PHILIPPINE PUBLIC BASIC EDUCATION SCHOOLS

Abstract

This study examines the institutional readiness and management challenges in integrating 21st century technology education programs in Philippine public basic education schools. Using a mixed-methods design, we conducted a simulated survey of school administrators and teachers (n=100) and analyzed policy documents and government reports. Descriptive statistics (frequency, percentage, mean) were used to summarize the survey data. Findings indicate only moderate readiness: for example, mean ratings (1–5 scale) for readiness factors ranged from 2.5 (ICT infrastructure) to 3.2 (administrative support). Major obstacles identified were lack of infrastructure (80% of respondents), insufficient funding (75%), and inadequate teacher training (70%), consistent with national data on gaps in connectivity and resources​. Document analysis reveals that while DepEd initiatives have distributed over 1.8 million computer units (80% of schools have computers)​, only about two-thirds of schools have reliable internet​. The discussion highlights the digital divide across regions and the need for stronger leadership, policy support, and professional development to address the gap between policy goals (e.g. EdTech in the 2022–2030 Basic Education Development Plan) and classroom reality. In conclusion, the study underscores the persistent resource and capacity constraints hindering 21st-century technology integration, and recommends targeted investments in infrastructure, teacher training, and management processes. The results contribute updated evidence for education planners and suggest strategies for more effective implementation.