Empowering Science Instruction through ICT Integration: Teachers’ Perceptions, Challenges, and Adaptive Practices at Valencia Colleges, Inc

The 21st century has witnessed a paradigm shift in education, where Information and Communication Technology (ICT) has become integral to teaching and learning. This study investigates teachers’ perceptions, challenges, and coping strategies in integrating ICT tools into classroom instruction at Valencia Colleges, Inc., Bukidnon. Using a qualitative phenomenological design, twelve faculty members participated in semi-structured interviews analyzed through Colaizzi’s method. Findings reveal that teachers perceive ICT as transformative, enhancing engagement, interactivity, and instructional relevance. ICT integration has shifted practices from lecture-based to learner-driven approaches, fostering blended learning, digital literacy, and collaborative environments. Teachers reported increased confidence and motivation when ICT tools were available and supported by institutional culture. Challenges include poor internet connectivity, outdated equipment, insufficient training, and inconsistent technical support. Teachers also noted resistance among colleagues and infrastructural limitations that constrain ICT adoption. Despite these barriers, respondents demonstrated resilience through adaptive strategies such as self-learning, peer collaboration, flipped classrooms, and mobile-based instruction. The study concludes that ICT integration is both empowering and demanding, requiring institutional investment and sustained professional development. Recommendations include strengthening infrastructure, establishing ICT support systems, and embedding digital pedagogy in curriculum frameworks. This research contributes to the discourse on educational technology in Philippine higher education, highlighting the need for strategic support to maximize ICT’s potential in science instruction.

ICT integration, teacher perceptions, science education

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