Fears and Challenges Faced by Generation X MAPEH Teachers in Integrating ICT for 21st Century Education
- Nasrudin E. Unsong
- Emy A. Morbo
- 564-580
- May 29, 2025
- Information Communication Technologies
Fears and Challenges Faced by Generation X MAPEH Teachers in Integrating ICT for 21st Century Education
Nasrudin E. Unsong1, Emy A. Morbo2
1Teacher I-Division of Maguindanao del Sur
2Sultan Kudarat Graduate School
DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500047
Received: 20 April 2025; Accepted: 23 April 2025; Published: 29 May 2025
ABSTRACT
The integration of Information and Communication Technology (ICT) in education has become essential in the 21st century, yet Generation X MAPEH teachers face significant fears and challenges in adapting to this digital transformation. Many struggles with technological competence, fearing that their lack of digital skills may hinder effective teaching. Resistance to change, concerns about student engagement, and limited access to resources further contribute to their difficulties. This study explores these fears and challenges to provide insights into the support systems needed to help Generation X MAPEH teachers successfully integrate ICT in modern education. This study, “Fears and Challenges Faced by Generation X MAPEH Teachers in Integrating ICT for 21st Century Education” focused on fears and challenges faced by generation X MAPEH Teachers in integrating ICT for 21st century education in public secondary schools in Maguindanao del Sur specifically in four secondary schools, Kauran National High School, Datu Abdula M. Camino Memorial National High School, and Talayan National High School. A total of 8 teachers were respondents. This study employed qualitative phenomenological research instruments. The primary method for data collection employed was in-depth interviews (IDI). In conducting data analysis for this study, the researcher employed thematic analysis.
The study revealed that Generation X MAPEH teachers in SDO Maguindanao del Sur face significant challenges in integrating ICT into their teaching, primarily due to inadequate infrastructure, unstable internet connectivity, limited training, and insufficient institutional support. Despite these difficulties, teachers adopt resourceful strategies such as self-learning, peer collaboration, and flexible teaching methods to navigate ICT-related obstacles. While ICT integration enhances lesson delivery and student engagement, its full potential is hindered by a lack of resources and technical assistance, resulting in fragmented learning experiences. Addressing these concerns requires a comprehensive approach, including strengthened administrative support, improved ICT facilities, expanded training opportunities, and collaborative professional development programs. By implementing these measures, educational institutions can create a more inclusive and technology-driven learning environment that empowers teachers and enhances student learning outcomes.
Keywords: Generation X, MAPEH Teachers, Integrating ICT, Fears and Challenges
INTRODUCTION
Information and Communication Technology (ICT) refers to the integration of telecommunications, computers, and other technologies to manage and communicate information. The integration of ICT in 21st Century Education is transforming traditional teaching and learning paradigms. In today’s fast-paced, interconnected world, ICT is no longer just an optional tool in the classroom; it has become an essential component for effective education, empowering both educators and students to navigate the complexities of a digital era.
Moreover, over the past decade, the role of ICT in education has expanded substantially, with numerous international studies emphasizing its potential to improve learning outcomes, enhance teacher-student interaction, and develop digital literacy among students. Ertmer & Ottenbreit-Leftwich (2014) highlighted that despite the availability of ICT tools, teachers often face barriers such as a lack of technical support, inadequate professional development, and insufficient time to incorporate technology into their pedagogical practices. A study by Bugnos et al. (2022) illuminated the necessity for Generation X educators to adapt their teaching methods to accommodate diverse learning styles, emphasizing the importance of student-centered, interactive, and multimedia-rich approaches. According to the result of the study of Ghavifekr, S., & Rosdy, W. A. W. (2015), it shows that technology-based teaching and learning is more effective in compare to traditional classroom. This is because, using ICT tools and equipment will prepare an active learning environment that is more interesting and effective for both teachers and students. Accordingly, the participants agreed that integrating ICT can foster students’ learning.
Hence, ICT adoption in Philippine schools specifically focused on the generational gap in digital literacy among teachers. In the study of Barnes et al. (2023), concluded that Gen X educators have undergone profound transformations in their pedagogical approaches, emphasizing continuous learning and the adoption of student-centered teaching methods. In the study of Bauyot et al. (2024), implementing technology in the classroom can significantly enhance learning experiences and outcomes. It is recommended that administrators must allocate a budget for ICT, most notably on the technological resources, and teachers shall undergo seminars and training that will help further enhance and improve their computer skills and knowledge according to the study of Samonte, K., & De Guzman, P. (2019).
Thus, Regions near BARMM specifically Region 12, in the study of Brasileño, I., & Bidad, W. D. (2021) conclude that the absence of a sufficient budget and clearly identified ICT infrastructure are the major flaws of the system. The system is generally run through the initiatives and ingenuity of the teachers, rather a clearly defined and implemented system.
In BARMM Region specifically in Maguindanao I, in the study of Ampang (2023), the most difficult component for the teachers has been utilizing ICT and ICT-related educational resources. This is due to the fact that some teachers still struggle to utilize computers effectively, and some pupils still struggle with subject matter understanding among professors. There has not been a case study on technology in basic education classrooms among Generation X educators in the province of Maguindanao del Sur that specifically examines the experiences of basic education teachers implementing technology-based instruction in the classroom. The researcher’s goals were to investigate how technology is used in basic education classrooms and to offer suggestions and more information to help enhance the activities and programs that require teachers to be proficient in digital abilities.
In the region, there have been several gaps in the research and challenges to the integration of technology into MAPEH education. Firstly, in terms of technological availability and internet connectivity, there is a notable digital divide, especially among marginalized people and in rural areas (Sasota et al., 2021). For each student, equal learning opportunities are hampered by this lack of access. Second, in order to guarantee that teachers have the abilities and information required to successfully incorporate technology into their classrooms, professional development and teacher training programs must be improved. It is necessary to assess the impact and efficacy of current training programs and identify areas in need of development. Lastly, a study by Samonte, K., & De Guzman, P. (2019), found that while some teachers possess basic ICT skills, many lacks the advanced competencies required for effective integration into their teaching methods. This gap in skills can hinder the adoption of digital tools that enhance student engagement and learning outcomes.
Therefore, this study is urgently needed because it will investigate the specific challenges encountered by generation X MAPEH teachers in SDO Maguindanao del Sur in integrating ICT into their teaching practices, providing a comprehensive understanding of the specific challenges faced by these educators. The finding will also provide insights on how these educators will improve their literacy in ICT while integrating ICT to the class.
Research Questions
The main focus of the study is to identify the Fears and Challenges Faced by generation X MAPEH Teachers in Integrating ICT for 21st Century Education. Specifically, this study sought to answer the following questions:
- What are the specific fears and challenges faced by generation X MAPEH teachers in integrating ICT into their teaching practices?
- What are the impacts of these challenges on the effectiveness of ICT integration in the educational context of SDO Maguindanao del Sur.
- What are the solutions for overcoming these barriers, thereby facilitating a smoother transition for generation X MAPEH teachers towards ICT-based education.
- How do teachers identify support mechanisms as necessary to enhance their capabilities in integrating ICT in teaching MAPEH?
METHODOLOGY
Research Design
This study adopts a qualitative research approach, which emphasizes understanding and interpreting individuals’ lived experiences, behaviors, and social phenomena within their natural contexts through non-numerical data collection methods such as interviews, observations, and document analysis. Grounded in the works of Tomaszewski et al. (2020), Denzin and Lincoln (2011), and Creswell and Poth (2016), qualitative research prioritizes subjective perspectives and inductive analysis to uncover patterns and themes without relying on pre-established hypotheses. Specifically, the study utilizes Transcendental Phenomenology, as introduced by Husserl (1920), to explore and assess the fears and challenges experienced by Generation X MAPEH teachers in integrating Information and Communication Technology (ICT) for 21st-century education in secondary schools within the Division of Maguindanao del Sur, Bangsamoro Autonomous Region in Muslim Mindanao. This method enables a deep examination of teachers’ perceptions, offering valuable insights into their lived experiences and the complexities of ICT integration in educational practices.
Participants of the Study
The participants of this study will include eight (8) teachers from the three (3) identified public secondary schools in the Division of Maguindanao del Sur namely, Datu Abdula M. Camino Memorial National High School, Kauran National High School, and Talayan National High School. There were three (3) participants from each of the three (3) schools. Creswell (2013) discussed that qualitative research often involved studying a few individuals or cases to provide an in-depth understanding. Specifically, he suggested that for phenomenological studies, the sample size could range from 5 to 25 individuals.
Sampling Technique
This study utilized purposive sampling, a non-probability sampling method that intentionally selects participants based on their characteristics, knowledge, experiences, or other criteria (National Center for State Courts, 2024). This approach is useful in phenomenological studies, where the aim is to explore in-depth experiences from individuals who have direct, relevant experience with the topic under research (Creswell & Poth, 2018).
For this study, eight (8) secondary school teachers were purposively selected from three (3) schools within Maguindanao del Sur: Datu Abdula M. Camino Memorial National High School, Kauran National High School, and Talayan National High School, with three (3) participants from each school. Participants must currently teach Grade 7 to Grade 10 and have direct experience of fears and challenges in integrating ICT in teaching MAPEH.
Research Instrument
This study utilized in-depth interviews (IDI) as the primary method for data collection. An in-depth interview is a qualitative research technique used to gather detailed information from a small number of participants through open-ended, conversational questions. This method focuses on uncovering individual perspectives, experiences, feelings, and the meanings derived from a specific topic or issue. Commonly employed in the social sciences, it is particularly useful for exploratory research and as a component in multi-method designs (Rutledge and Hogg, 2020). In-depth interviews can fill gaps in understanding the context within which the ‘program’ is operating as well as gather a larger, more detailed understanding of its scope and impacts (Boyce et al., 2018).
Data Analysis Method
In conducting data analysis for this study, the researcher will employ thematic analysis. According to Moustakas (1994), thematic analysis emphasizes identifying, analyzing, and reporting patterns and themes within the data. It organizes and describes every data in great detail.
Presentation of Findings
This section reveals the presentation and discussion of the findings. The relevant themes constructed from the lived experience of Generation X MAPEH Teachers on the different selected schools are presented successively.
After the data gathering, the researcher analyzes the data on fears and challenges of Generation X MAPEH Teachers in integrating ICT for 21st Century Education using thematic data analysis. The researcher utilizes this kind of data analysis to determine the different fears and challenges of Generation X MAPEH Teachers. Steps in conducting Thematic Analysis include identifying significant statements, formulating initial themes, identifying clustered themes, and determining the relevant themes.
Emerging Themes on the Fears and Challenges faced by Generation X MAPEH Teacher in integrating ICT for 21st Century Education
Sixteen (16) emerging themes described the lived experiences of Generation X MAPEH Teachers in integrating ICT in Teaching. This cover Inadequate resources and infrastructure, Insufficient ICT competencies, Connectivity and power supply problems, Influence on Student Engagement and Learning, Impact on Teacher Effectiveness, Alterations in Lesson Delivery, Quality of MAPEH Instruction, Long-Term Consequences for Students, Adopting Personal Resource Strategies, Adapting Lesson Plans and Teaching Methods, Developing Personal ICT Skills, Balancing Traditional and ICT-Based Approaches, Strengthening Administrative and School Support, Expanding External Training and Partnerships, Improving ICT Infrastructure, and Fostering Teacher Collaboration and Professional Learning.
The Emerging Themes on the Specific Fears and Challenges Faced by Generation X MAPEH Teachers in Integrating ICT into their Teaching Practices Emerging theme 1. Inadequate Resources and Infrastructure
These theme focuses on the specific fears and challenges faced by Generation X MAPEH teachers in integrating ICT into their teaching practices. Emerging theme 1 is characterized by three (3) clustered themes: encountering insufficient devices/facilities, needing budget and maintenance, and experiencing limited technical support.
The participants shared their fears and challenges on the encountering insufficient devices/facilities of ICT as follows:
P1: So, actually, sir, for almost three years of teaching, my first subject is MAPEH and TLE, and I focus on MAPEH. The main challenge that I encountered as a teacher in MAPEH here, especially applying ICT in my subject, is that we lack resources, especially if we talk about ICT. So, with that, we can encounter challenges like how can I teach this properly, especially if we lack ICT.
P2: There are many challenges encountered. First, we have limited ICT infrastructure, such as a lack of computers, tablets, or weak internet connection here.
The participant also shares their needing budget and maintenance in integrating ICT, as evident in the following lines.
P2: First, my concern here is that our funds for ICT are really limited, and there is also a lack of maintenance for our computers and upgrades for our tablets and computers.
The participant also shares their challenges in experiencing limited technical support as follows:
P7: First, Sir, our area is unstable when it comes to power supply, and secondly, the integrity of our ICT equipment is also an issue. We often encounter damage and troubleshooting problems.
P8: Sir, I know there is limited infrastructure for technical support.
Teachers report that schools do not have enough devices or proper facilities for using ICT. They often mention a shortage of computers, limited funds for buying and maintaining equipment, and few people available for technical help. These shortages make it hard for them to use technology in the classroom.
Emerging Theme 2. Insufficient ICT Competencies
Another major concern highlighted by the participants is their insufficient knowledge and skills in utilizing ICT tools effectively. The findings suggest a pressing need for additional training and professional development to bridge the digital gap. Relevant theme 2 depicted by five (3) clustered themes as requiring more training and seminars, struggling with software/hardware, and facing generational gap.
P1: Actually, Sir, as a MAPEH teacher for almost three years, I have never experienced being included in these seminars, and I have never had the opportunity to participate in ICT seminars.
P2: As a MAPEH teacher, we lack the training to effectively integrate ICT tools. What I’ve experienced is that when we search the internet, the connection is really slow.
P8: Ah, especially during training because I’m not that skillful in ICT, particularly when the facilitator starts integrating ICT.
Indeed, some participants also reported difficulties in handling both software and hardware components of ICT tools.
P4: The challenge I experienced was, first, the lack of adequate knowledge of ICT tools such as TVs, computers, and Wi-Fi. As a teacher with 10 years of experience, it is really a challenge for me to teach a subject or specialization that is not my major.
P6: So, I had a harder time using the projector, and since I’m not familiar with the software on the laptop, I struggle with teaching the students.
P7: First, Sir, we need to be able to troubleshoot in case there are problems with our equipment.
Hence, another significant factor contributing to the challenge of ICT integration is the generational gap. Some teachers from Generation X acknowledged that their age plays a role in their difficulty adapting to new technologies.
P7: Ah, the challenge here, Sir, is that, first of all, we’re a bit behind in terms of technology, especially for those of us who are older. Our knowledge isn’t as equipped as the younger generation’s. We have difficulty understanding ICT terms, and we aren’t as quick to learn.
P5: In my opinion, Sir, I have difficulty finding other materials related to ICT because, for example, the projector is used by all of us, so it’s hard. Also, since I’m a bit older, I really need to study it, even though it’s challenging.
P8: As I mentioned earlier, it’s technical support. As teachers from Generation X, we find it difficult to integrate it into our teaching.
Many teachers feel they have not received enough training on using technology. They share that they rarely attend workshops or seminars, have difficulty with both software and hardware, and find it challenging to catch up with new digital tools because of their age. This lack of hands-on practice leaves them feeling unprepared to integrate ICT in their teaching.
Emerging Theme 3. Connectivity and Power Supply Problems
One of the significant challenges encountered by Generation X MAPEH teachers in integrating Information and Communication Technology (ICT) into their teaching practices is issues related to connectivity and power supply. This overarching theme emerged from the clustered themes of coping with weak or slow internet, dealing with frequent power outages, and losing momentum or lesson flow.
Participants frequently expressed concerns regarding weak or unstable internet connections, which hinder their ability to efficiently utilize online resources. Several statements highlighted this issue, such as:
P2: As a MAPEH teacher, we lack the training to effectively integrate ICT tools. What I’ve experienced is that when we search the internet, the connection is really slow.
P3: One example of this is when, during class time, the internet connection is lost, which sometimes affects the flow of the lesson.
P5: Sir, I also have difficulty with the internet connection because there are activities that require a connection.
Another major issue faced by Generation X MAPEH teachers is the dealing with frequent power outages, which was highlighted by participants who reported frequent brownouts. Statements illustrating this challenge include:
P3: First of all, Sir, there are frequent power outages and a weak internet connection here in our area.
P5: The main challenge I’ve experienced is that power outages are more frequent in our area, and the internet connection is weak.
P7: First, Sir, our area is unstable when it comes to power supply, and secondly, the integrity of our ICT equipment is also an issue. We often encounter damage and troubleshooting problems.
The instability of internet and power supply often results in the loss of lesson momentum, affecting the overall flow of instruction. Teachers expressed frustration over interruptions that disrupt their teaching strategies, as reflected in the following statements:
P3: One example of this is when, during class time, the internet connection is lost, which sometimes affects the flow of the lesson.
P4: The specific challenges I experience in using ICT tools are weak data access or the occasional loss of Wi-Fi. Sometimes, access is also interrupted during power outages.
P5: As I mentioned earlier, power outages are frequent in our area, so the momentum of the lesson is often lost.
Teachers also face problems with weak internet and unstable power supplies. Slow connections or lost internet access interrupt lessons, while frequent power outages can break the flow of teaching. These issues often mean that both teachers and students have trouble keeping up with the lesson.
The Emerging Themes on the Impacts of ICT Challenges on the Effectiveness of ICT Integration in SDO Maguindanao del Sur
Emerging Theme 1. Influence on Student Engagement and Learning
The integration of Information and Communication Technology (ICT) in education has significantly influenced student engagement and learning experiences. The findings reveal both positive and negative implications, which are categorized into three major themes: (1) enhancing or hindering participation, (2) increasing interest and excitement, and (3) affecting long-term student competitiveness.
A prevalent concern among respondents is the accessibility of ICT resources, which directly affects student participation. The lack of access to necessary technological tools has resulted in students’ inability to engage fully in learning activities.
P1: So, the students have limited access, and some students really don’t have access at all. This affects their learning because not all students have these tools, so they end up not participating.
P2: So, the lack of access to ICT has a significant impact. The challenges of ICT affect our students because those without access to ICT resources may fall behind their peers.
P7: First, the student’s motivation is somewhat disrupted. For example, they get very excited, but when there is an interruption, the students lose focus.
Despite the challenges, ICT integration has also been found to enhance student interest and excitement in learning. The availability of engaging multimedia resources, such as video presentations, was perceived to improve students’ enthusiasm for learning.
P1: The impact on us in MAPEH is really positive because, of course, you can see the students excited and eager to learn. However, the problem is that there are no tools available.
P3: Teaching is more effective when there are video presentations because the students learn more easily when they can watch something.
P5: Well, it makes things easier and more engaging for the students, especially when they see videos. That’s why it’s really important to integrate ICT.
Another critical aspect identified is the long-term impact of ICT challenges on student competitiveness. Participants emphasized the necessity of technological proficiency in ensuring students remain competitive in the workforce.
P5: Now, it’s really necessary to be globally competitive, so technology is a big help for them to use in college or in the future.
P6: The long-term effect is that, due to the lack of ICT facilities, my students will become incompetent in using ICT in MAPEH.
P8: So, the long-term effect is that they won’t become globally competent because they aren’t exposed to the internet and computers.
When there is not enough access to technology, some students do not take part as much and may fall behind. On the other hand, when technology is used well, students show more excitement and can understand lessons more easily. Over time, these differences can affect their ability to compete and succeed later on.
Emerging Theme 2. Impact on Teacher Effectiveness
The findings of this study highlight the significant impact of ICT challenges on the effectiveness of ICT integration in the Schools Division Office (SDO) of Maguindanao del Sur. The analysis of data revealed three clustered themes related to impact to teacher effectiveness: improving lesson delivery and planning, enhancing teacher competence, and limiting effectiveness due to skill gaps.
Participants expressed that ICT integration has greatly improved their ability to deliver and plan lessons effectively. The use of ICT tools allows teachers to structure their lessons more efficiently, ensuring that instructional time is maximized.
P4: The influence of ICT has been very significant for both teachers and students. For teachers, it improves the delivery of lessons, making it easier to capture the students’ attention.
P4: In terms of time, when using ICT, the time doesn’t run over compared to traditional teaching, and the students also become more attentive.
P7: This has made a big difference, especially in preparing our lessons. With the use of ICT, we can organize our lessons within our units.
Another cluster theme is the role of ICT in enhancing teacher competence. Many teachers acknowledged that integrating ICT in the classroom has pushed them to develop digital literacy skills.
P5: Now, I am learning to use the laptop, TV, sound system, and such because it’s really necessary to adopt technology in order not to leave the students behind.
P6: Yes, sir, teaching with ICT has become easier because there’s no need to write on the board.
Despite the advantages of ICT integration, some teachers encounter challenges due to limited technical skills. A recurring concern among participants was the lack of proficiency in using digital tools for instructional purposes.
P8: Number one is technical support because there is no specific training for ICT in the classroom. So, it’s a big challenge and really affects the students because today’s students are motivated when ICT is used in class. Since I’m not really skilled, I resort to traditional teaching.
P8: So, because of my lack of skills and knowledge, I’m unable to create the presentation in a digitalized way. It has a big impact because today’s students are already digitalized.
The use of ICT can help teachers plan lessons better and save time during class. However, when teachers struggle with technology because of limited skills, they often have to rely on older, more traditional methods. This mix of benefits and challenges has a direct effect on how well teachers can deliver their lessons.
Emerging theme 3. Alterations in Lesson Delivery
The integration of Information and Communication Technology (ICT) in the educational landscape of SDO Maguindanao del Sur has led to significant changes in lesson delivery. The cluster themes include: needing to adjust or spend own resources, and shifting from traditional methods.
One of the notable challenges identified is the financial burden placed on educators due to ICT-related constraints. Participants reported that limited institutional support often compels them to allocate personal financial resources to ensure the smooth delivery of ICT-based instruction. These are the statement of the respondents:
P1: So, the difficulties in teaching are that there’s no connection, and you need data to access things. Since MAPEH is sometimes a difficult subject, a connection is necessary, so you really have to spend your own money.
P2: Here at school, our signal is weak. So, this will really hinder the students’ online research.
Despite the challenges, ICT integration has also facilitated a shift from conventional teaching methodologies to more efficient instructional practices. Educators acknowledged that the incorporation of ICT tools minimizes the necessity of manual instructional techniques, such as writing on the board, thereby improving lesson efficiency.
P3: Teaching is easier when there is ICT because you don’t have to write on the board, and it makes the teaching more effective.
P4: In terms of time, when using ICT, the time doesn’t run over compared to traditional teaching, and the students also become more attentive.
Due to technology issues, teachers often need to change their lesson plans. They sometimes spend personal money on backup materials or prepare offline resources to keep the class going when internet or equipment problems occur. This means that lessons must be flexible and ready for unexpected disruptions.
Relevant theme 4: Quality of MAPEH Instruction
The integration of Information and Communication Technology (ICT) in Music, Arts, Physical Education, and Health (MAPEH) instruction is significantly influenced by the availability and accessibility of technological resources. The data analysis revealed two primary themes: experiencing limited resource usage and shaping teaching methods and student outcomes.
One of the most evident challenges in ICT integration is the limited availability of resources. Participants consistently highlighted the insufficiency of ICT tools necessary for effective instruction.
P1: Our tools are really limited. It affects teaching when resources are lacking. The computer units don’t work, and the students can’t use them at all. So sometimes, I just hope for an internet connection.
P7: It causes delays for us because, first of all, we still need to borrow from each other. For example, in our school, we only have three units that eight teachers have to share.
In addition to resource limitations, the study found that the insufficiency of ICT infrastructure directly affects teaching methodologies and student engagement. Several participants noted that students are unable to utilize ICT resources effectively due to their unavailability.
P1: Our tools are really limited. It affects teaching when resources are lacking. The computer units don’t work, and the students can’t use them at all. So sometimes, I just hope for an internet connection.
P2: So, having ICT resources in our school would have a big impact because here at school, our ICT resources are insufficient, which limits our interactive multimedia. This also lowers student engagement.
P5: Actually, it’s significant, Sir, because today the students really need to see an example of how to do something or dance so they can understand it more easily.
The lack of sufficient ICT tools can lower the quality of MAPEH classes. With few devices available and some equipment not working well, it is difficult for teachers to show clear examples or use interactive media. This limitation can reduce how effective and engaging a lesson becomes.
Relevant theme 5: Long-Term Consequences for Students
One of the major themes that emerged from the analysis was the long-term consequences of ICT challenges on students, particularly regarding their academic performance and motivation. The study revealed two contrasting effects of risking lower performance and motivation and enabling greater interest and interactivity.
Some participants expressed concerns regarding the negative consequences of ICT challenges, particularly in cases where students had limited or no access to technological resources. The clustered theme of risking lower performance and motivation encapsulated statements that emphasized the detrimental effects of inadequate ICT integration.
P2: For example, if we have limited ICT, it can lead to a decrease in students’ motivation and negatively impact their academic performance.
P3: So, the possible effect is that they won’t be able to picture out the lesson if they don’t have a video to see, especially in dancing.
Contrastingly, the study also identified positive effects of ICT integration, particularly when technological resources were effectively utilized. The clustered theme of enabling greater interest and interactivity emerged from statements indicating that ICT-supported learning fosters engagement and enhances classroom participation.
P4: The impact of using ICT is very positive for all students. It makes students’ learning more interesting.
P7: It has a big impact. First, they develop more interactivity in class because they become interested, and their engagement in the lesson becomes firm and focused.
In the long run, students may suffer from lower academic performance and reduced motivation if they do not regularly use technology. Without proper digital exposure, they might miss out on important skills. However, when technology is integrated successfully, lessons become more interesting and interactive, which can help students learn better.
The Emerging Themes on the Solutions for Overcoming ICT Fears and Challenges for Generation X MAPEH Teachers
Relevant theme 1: Adopting Personal Resource Strategies
One of the primary solutions identified was the adoption of personal resource strategies. This theme encapsulates various self-initiated efforts by teachers to enhance their ICT skills and mitigate technological barriers. The clustered themes here are: spending personal funds, incorporating online tutorials/workshops utilization of offline resources, seeking external guidance and involvement of stakeholders in resource planning.
Some teachers resorted to utilizing their personal financial resources to procure ICT tools and devices essential for classroom instruction.
P1: So, personally, I end up spending my own money, and since I have a laptop, they all just gather around it to see what’s on the screen.
Thus, teachers engaged in online tutorials and workshops to improve their ICT competency.
P2: So, the first method in teaching is engaging online performance tutorials, followed by workshops to improve their ICT skills.
Given the challenges posed by internet connectivity issues and frequent power interruptions, some teachers adopted the practice of downloading educational materials for offline use.
P3: Usually, what I do, Sir, is download videos when the internet connection is fast and there is electricity.
P5: As I mentioned earlier, frequent brownouts are a huge challenge for us, so what I do is download the files to my laptop so that even without electricity, they can still see them.
Several teachers sought assistance from external sources to improve their ICT skills. Some participants relied on online platforms such as YouTube to learn new techniques, while others observed their younger colleagues for guidance.
P6: At my age, Sir, I need to keep up, so I watch techniques on YouTube to stay on the same level as my younger colleagues.
P8: What I do, Sir, is observe my younger co-teachers so I can learn how to integrate ICT into teaching.
Another strategy identified was the involvement of stakeholders in the planning and provision of ICT resources.
P7: One of the challenges of the inadequacy of our ICT equipment is that it has been included in our classroom development plan. Together with our stakeholders, we aim to provide these resources to support the students in the coming years.
Many teachers take matters into their own hands by using their own money to buy devices or by learning from online tutorials and workshops. They download materials when the internet is slow and ask help from younger colleagues or family members. Some even involve other stakeholders in planning for more resources. These actions show how teachers are finding practical ways to deal with ICT challenges.
Relevant theme 2: Adapting Lesson Plans and Teaching Methods
The findings of this study indicate that Generation X MAPEH teachers employ various strategies to overcome challenges associated with ICT integration in their teaching practices. The responses from the participants revealed four key approaches: preparation of backup and offline materials, implementation of student-centered approaches, designing lesson content aligned with the official curriculum, and integration of ICT into lesson planning and teaching.
P1: What I do, Sir, is I prepare in advance and immediately review my lesson at home. I also print pictures so that the students can still see the purpose of MAPEH in their lives.
P3: Through the use of PPT, when we have assignments, it’s easier to create lessons when using PowerPoint.
P4: There are PowerPoint presentations that are already downloaded from the internet, so if the internet is weak, I save them immediately so that the class can continue even if there are issues.
Another significant strategy identified is the adoption of student-centered teaching methodologies. Participants highlighted the incorporation of gamification and project-based learning as methods to engage students actively in ICT-integrated instruction.
P2: What I did to complete my lesson is that I gave the students projects or gamifications to make it student-centered and allow them to use ICT as well.
Ensuring that lesson content aligns with the prescribed curriculum was also a key strategy employed by Generation X MAPEH teachers. Participants acknowledged the importance of following the curriculum guide to structure their lessons effectively.
P5: First of all, it’s really important to follow the curriculum guide, and for me, it’s essential to assess the students’ capabilities and determine what they need to learn.
P7: What we do to address these challenges is that we have prepared our ready-to-use lesson plans and accompanying presentations in PowerPoint, just in case we encounter these challenges.
The final emerging theme highlights the conscious effort of teachers to integrate ICT tools into their lesson planning and instructional delivery. Participants acknowledged a shift from traditional teaching methods to more technology-enhanced approaches.
P6: I was able to overcome this, Sir, because it’s no longer like before when I had to write everything, which was very tiring. Now, I can use PowerPoint and Microsoft Word in my lessons.
P8: Every time I create a lesson plan, I make sure to integrate ICT into my lessons.
Teachers adjust their lesson plans to prepare for technology problems. They often create backup materials, like printed images or offline presentations, to use when online resources are unavailable. They also plan activities that focus on student participation and keep their lessons in line with the official curriculum. This method helps them continue teaching effectively despite ICT issues.
Emerging Theme 3. Developing Personal ICT Skills
One of the predominant themes that emerged from the data is the effort to enhance personal ICT skills. The study revealed that Generation X MAPEH teachers engage in various strategies to improve their competencies in ICT, which are discussed below. A considerable number of participants highlighted the importance of collaboration and assistance from colleagues and family members in overcoming ICT-related challenges. Some teachers rely on the guidance of their spouses or colleagues, as evidenced by the statement:
P1: So, as a MAPEH teacher using ICT, my wife teaches me every day to explore more for the benefit of the students. We collaborate, and sometimes, I borrow tools from my co-teachers that can help me teach the students.
P8: What I do, sir, is I continue researching or asking for help from my fellow teachers on how to integrate ICT.
Another common approach observed among participants is their attendance or adoption of external training. As participants stated:
P3: Like the seminars, they provide additional resourceful information, and sometimes, if I don’t know what to do, I look for tips and search online.
P7: Aside from training on how to improve or learn in using ICT, we also adopt tutorial lessons from other platforms. This greatly helps because we have access to the materials
Some teachers emphasized the practical application of ICT through classroom-based initiatives. Participants acknowledged the necessity of integrating ICT into their instructional strategies to assess its effectiveness. One teacher shared:
P2: What I did was conduct projects to implement and use ICT in order to test how effective it is.
P5: Well, it is really necessary to adapt and search for activities that can be used in our lessons.
A few participants reported that self-review and independent study play a crucial role in enhancing their ICT skills. One participant remarked:
P6: As I mentioned earlier, in order to expand my knowledge, I do self-review.
Lastly, participants highlighted the necessity of understanding the fundamental aspects of ICT usage beyond merely operating digital tools. One teacher stated:
P4: When using ICT, it is really important to know how to use it, not just the tools.
Improving their own technology skills is a priority for many teachers. They learn by working with colleagues, attending training sessions, trying new classroom projects, and reviewing their teaching practices. By taking time to understand how to use ICT tools correctly, they become more confident in using technology during lessons.
Emerging theme 4: Balancing Traditional and ICT-Based Approaches
One of the emergent themes identified in the study pertains to the strategy of balancing traditional and ICT-based approaches in teaching. Generation X MAPEH teachers employ various methods to navigate the challenges posed by ICT integration, often reverting to traditional teaching strategies when necessary while also incorporating ICT-based instruction when feasible. This theme is further divided into two clustered themes: alternating between traditional and ICT approaches and selecting the approach based on lesson needs.
P1: So, this is really the biggest challenge. Sometimes, due to a lack of tools, you really go back to the old methods of teaching.
P3: So, if I know that the power will go out and the internet connection is weak, I use Manila paper for the lessons and assignments.
P7: Actually, we are not totally abandoning traditional teaching, especially since we are still at a stage where we encounter challenges with ICT. What we do is, we make it our alternative to using ICT when it comes to challenges.
Another significant strategy identified is the deliberate selection of instructional methods based on the requirements of the lesson. Teachers articulated the importance of flexibility in choosing the appropriate mode of instruction to optimize student engagement and learning outcomes.
P2: What I’m doing here is prioritizing face-to-face interactions with the children so that they can foster a deeper
understanding. And it’s really better to use ICT in teaching so they can see it on their TVs or tablets.
P5: So, it depends on the topic because there are topics that need the traditional approach, and there are also challenges where we need to go back to traditional methods because of brownouts.
P6: The way to balance this, sir, is through ICT, which makes teaching easier because the traditional way is difficult.
P8: By way of example, if there’s really something I need to show the children that I can’t explain, that’s where I introduce ICT. Then, if it’s about explanation, that’s where I introduce the traditional method.
Teachers often mix old teaching methods with digital tools. They know when to switch to manual materials or face-to-face teaching if the technology fails. By choosing the best method for each lesson, they make sure that learning continues smoothly even when there are problems with ICT.
The Emerging Themes on the Identifying Support Mechanisms to Enhance ICT Integration in MAPEH Teaching
Relevant theme 1: Strengthening Administrative and School Support
One of the most significant findings of this study highlights the necessity of strengthening administrative and school support to enhance ICT integration in MAPEH teaching. This theme emerged from three clustered themes: (1) allocation of budgets and resources, (2) provision of adequate equipment and connectivity, and (3) encouraging teaching training.
The participants emphasized the critical role of budget allocation in ensuring the effective implementation of ICT in MAPEH instruction. The statements provided by the respondents underscore the importance of financial support from the school administration.
P2: Perhaps one thing they can help with here is to provide sufficient funding or resources for ICT infrastructures.
P6: The support plays a really big role because if there’s no support from the administration, especially in the use of ICT, our principal should buy their own internet connection or other ICT equipment, even if it’s just little by little.
In addition to financial resources, the availability of ICT equipment and internet connectivity emerged as a crucial factor. Participants highlighted the necessity of providing adequate tools and access to online resources to facilitate seamless digital instruction.
P3: By supporting free internet connection in schools and providing adequate equipment.
P4: To support ICT in the school, it would be great to have Wi-Fi access because that’s one of the problems we teachers face.
The findings also emphasize the importance of professional development and training for teachers. Respondents acknowledged that school administrators play a crucial role in ensuring that educators are well-equipped with the necessary skills to integrate ICT into their teaching practices.
P1: So, they really have the biggest role because they are the ones who really handle what we need in the school, especially if we’re talking about ICT. We can’t handle those things without permission from the administration.
P8: What’s needed, sir, is the right number of computers for the children, and training for teachers like me who don’t know much about ICT, and also LAC (Learning Action Cell) sessions on how to integrate ICT.
Teachers feel that school leaders can make a big difference by providing enough funding, proper equipment, and a reliable internet connection. They also see the importance of regular training sessions organized by the school. With these supports in place, teachers believe the use of ICT in class can improve considerably.
Relevant theme 2: Expanding External Training and Partnerships
Another significant theme that emerged from the findings is the need to expand external training opportunities and establish partnerships with external agencies. This theme is categorized into three subthemes: (1) attendance to specialized seminars/workshops, (2) partnership with NGOs or external agencies, and (3) providing more school-based training.
Participants expressed concerns regarding their limited opportunities to attend specialized ICT training.
P1: So, first and foremost, sir, what we really need is to upgrade, especially since we are using ICT. But how can we improve if we are not allowed to attend seminars in the first place.
P4: A seminar-workshop, sir, about ICT.
The findings also underscore the importance of forging partnerships with non-governmental organizations (NGOs) and other external agencies to provide free ICT training for educators.
P6: Perhaps, sir, what’s really needed is a strong partnership with NGOs for free training about ICT.
While external training is essential, some participants expressed the need for more frequent in-house training to reduce the time spent attending external programs.
P7: Aside from just relying on the tutorial videos we watch, I hope there would be more frequent school-based training so that we don’t spend too much time on external training, or even just more frequent LAC (Learning Action Cell) sessions.
Many teachers suggest that more external training opportunities, such as seminars and workshops, would be beneficial. They also believe that working with organizations like NGOs can bring new skills and ideas to the classroom. In addition, more training sessions held within the school could reduce the need to rely on outside help.
Relevant theme 3: Improving ICT Infrastructure
The study also highlights the need for substantial improvements in ICT infrastructure within schools. This theme encompasses four key subthemes: (1) assessing current infrastructure, (2) suggesting upgrades and facilities, (3) ensuring functional equipment and connectivity, and (4) conducting research for ICT improvement.
Participants expressed concerns about the current state of ICT infrastructure, with many ratings it as inadequate.
P1: So, if I were to rate our current ICT structure, sir, I would say we’re at a 3 or 4. We have a computer room, and there are units in the computer room, but the problem is that they are not functional, not well-ventilated, and full of termites.
P3: So, there’s still a bit of improvement needed when it comes to the ICT infrastructure and equipment in the school in order to use the full potential of ICT.
P6: The level of internet or ICT facilities here in our school, sir, is very poor, so it needs an immediate Wi-Fi connection to speed up the teaching of the children.
Respondents also highlighted the necessity of continuous upgrades and facility improvements.
P4: If we were just given the opportunity to make a suggestion, what would really help is if every year there’s an update or every year, there’s training and a seminar about ICT.
The lack of functional ICT equipment and reliable internet connectivity emerged as a significant barrier to effective teaching. Three (3) participants reported that:
P5: I think, honestly, our ICT infrastructure is severely lacking, especially since some of our computers no longer work and some of the children don’t have cell phones either, so it’s really challenging for us.
P6: The level of internet or ICT facilities here in our school, sir, is very poor, so it needs an immediate Wi-Fi connection to speed up the teaching of the children.
P7: On my level of assessment, what I see is that it’s still really lacking. First, regarding infrastructure connectivity, what I see is that we rarely even have ordinary connectivity, which really needs to be improved.
A few participants suggested that research should be conducted to further analyze and address ICT infrastructure challenges. One respondent stated,
P8: In our analysis, the level of ICT infrastructure is really quite low because we don’t have school buildings to use for managing ICT. So, research should be conducted on how to further improve ICT in the school.
There is a strong call for regular checks and updates of the ICT equipment and facilities. Teachers describe the current technology as often outdated or in poor condition. Upgrading these resources and ensuring that connectivity is reliable would resolve many of the everyday problems they face in the classroom.
Relevant theme 4: Fostering Teacher Collaboration and Professional Learning
Another key finding of this study is the importance of fostering teacher collaboration and professional learning to support ICT integration. This theme consists of three subthemes: (1) conduct of LAC sessions and peer mentoring, (2) sharing knowledge and resources, and (3) strengthening overall teaching impact.
Respondents emphasized the role of Learning Action Cell (LAC) sessions and peer mentoring in enhancing ICT integration. Two participants noted,
P4: It would be a great help, especially having ICT experts, because everyone will learn if there’s a LAC (Learning Action Cell) session.
P6: It would be a great help, sir, if all the teachers in the school helped each other use ICT, such as collaborative work, mentoring, and peer support. And aside from that, sir, there should also be LAC (Learning Action Cell) sessions.
Collaboration among teachers was identified as a critical strategy for improving ICT competency. Some respondent stated,
P1: Here at school, when we get together, we really share ideas about ICT, so we help each other to at least improve what the students should be learning inside the classroom.
P2: One way is to collaborate on lesson planning and observing ICT lessons.
P8: Through LAC (Learning Action Cell) sessions, sir, the teachers help each other in that session. And, of course, teacher collaboration is also a big help in further enhancing our skills in teaching ICT.
The findings also indicate that fostering a collaborative learning environment among teachers positively impacts overall teaching effectiveness.
P3: So, knowledge, especially in using ICT, will be more advanced when you have many colleagues
P5: This would be a huge help to the total impact on the children.
P7: If the children have what’s called clear learning, what we do is peer tutoring. We encourage our other teachers so that we can overcome this problem.
Sharing ideas and experiences among teachers is seen as a key way to build better technology skills. Regular group sessions, peer mentoring, and collaborative lesson planning help teachers learn new tips and improve how they use ICT in their classes. This teamwork plays an important role in raising overall teaching quality.
CONCLUSION
The study revealed that Generation X MAPEH teachers in SDO Maguindanao del Sur encounter substantial barriers in integrating ICT into their instruction, primarily due to inadequate infrastructure, unstable internet and power supply, limited ICT competence, insufficient training opportunities, and lack of institutional support. Despite these challenges, teachers employ adaptive strategies such as self-directed learning, resource management, and blended teaching approaches to maintain instructional quality. ICT integration has shown potential in enhancing student engagement and improving instructional delivery, yet its effectiveness is constrained by financial limitations, fragmented resources, and technical skill gaps. To optimize ICT use in MAPEH education, a comprehensive approach involving enhanced infrastructure, consistent administrative support, targeted teacher training, and collaborative professional development is essential for fostering a more technology-enabled and effective teaching environment.
In conclusion, Generation X MAPEH teachers in SDO Maguindanao del Sur encounter significant barriers in ICT integration due to inadequate infrastructure, unstable internet connectivity, limited training, and insufficient institutional support. Nevertheless, they demonstrate adaptability through self-directed learning, peer collaboration, and flexible teaching strategies. Although ICT offers promising improvements in student engagement and instructional effectiveness, these are hindered by resource constraints. Thus, a holistic strategy encompassing improved administrative backing, infrastructure development, professional training, and teacher collaboration is vital to foster an inclusive and effective digital learning environment.
REFERENCES
- Ampang, A. D. (2023). Pedagogical Approaches and Challenges among Teachers in the Implementation of the K-12 Curriculum in the Division of Maguindanao I. Randwick International of Education and Linguistics Science Journal, 4(2), 443-450.
- Brasileño, I., & Bidad, W. D. (2021). The state of ICT integration in the school learning system in junior high schools, General Santos–Philippines. Sapienza: International Journal of Interdisciplinary Studies, 2(3), 76-88.
- Bugnos, J. D., Protacio, A. V., Billanes, E. P., Caman, K. E., Diego, S. S., Formacion, C. P., … & Molato, M. A. (2022). Traditionalist To Progressivist: Lived Experiences of Generation X Teachers in the New Normal. Globus Journal of Progressive Education, 12(1).
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
- Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.
- Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2014). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. In International handbook of research on teachers’ beliefs (pp. 403-418). Routledge.
- Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International journal of research in education and science, 1(2), 175-191.
- Moustakas, C. (1994). Phenomenological research methods. sage.
- Pamor, I. L., Legarda, M. B., & Bauyot, M. M. Experiences of Technology and Livelihood Education Teachers in the Division of Davao Del Norte: A Phenomenological Study.
- Rocha‐Jimenez, T., Brouwer, K. C., Salazar, M., Boyce, S. C., Servin, A. E., Goldenberg, S. M., … & Silverman, J. G. (2018). “He invited me and didn’t ask anything in return” Migration and Mobility as Vulnerabilities for Sexual Exploitation among Female Adolescents in Mexico. International Migration, 56(2), 5-17.
- Samonte, K., & De Guzman, P. (2019). ICT competencies among public secondary school MAPEH teachers: an assessment. JPAIR Institutional Research, 12(1), 40-53.
- Samonte, K., & De Guzman, P. (2019). ICT competencies among public secondary school MAPEH teachers: an assessment. JPAIR Institutional Research, 12(1), 40-53.
- Sasota, R. S., Cristobal, R. R., Sario, I. S., Biyo, J. T., & Magadia, J. C. (2021). Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines. Journal of Computers in Education, 8, 443-464.
- Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning qualitative research: Design and decision making for new researchers. International journal of qualitative methods, 19, 1609406920967174.