INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Empowering Science Instruction through ICT Integration: Teachers’  
Perceptions, Challenges, and Adaptive Practices at Valencia Colleges,  
Inc  
Wilmar R. Mahinay, Dr. Lolita A. Dulay  
Bukidnon State University, Malaybalay City, Philippines  
DOI: https://doi.org/10.47772/IJRISS.2025.91100487  
Received: 01 December 2025; Accepted: 08 December 2025; Published: 20 December 2025  
ABSTRACT  
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 Challenges include poor internet connectivity, outdated equipment,  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.  
Keywords: ICT integration, teacher perceptions, science education, adaptive practices, educational technology,  
digital pedagogy  
INTRODUCTION  
The integration of Information and Communication Technology (ICT) into education has become one of the  
defining features of 21st‑century pedagogy. Globally, ICT has transformed traditional teaching approaches into  
interactive, student‑centered, and inquiry‑based learning environments (Tondeur et al., 2017). In science  
education, ICT tools such as simulations, multimedia platforms, and online resources allow teachers to visualize  
abstract concepts, model complex phenomena, and foster deeper conceptual understanding (Sang et al., 2018).  
These tools not only enhance comprehension but also encourage collaboration and critical thinking, skills that  
are essential in preparing learners for the demands of the modern world.  
Teachers’ perceptions of ICT integration play a crucial role in determining its success. Positive attitudes toward  
technology often lead to greater willingness to adopt ICT tools, while negative perceptions can hinder innovation  
(Buabeng Andoh, 2021). The Technology Acceptance Model (Davis, 1989; Teo, 2019) emphasizes that  
perceived usefulness and ease of use are key determinants of technology adoption. When teachers believe ICT  
improves their teaching effectiveness and can be used with minimal effort, they are more likely to integrate it  
into their practice. Rogers’ Diffusion of Innovations Theory (2003) further explains how new technologies are  
adopted within social systems, highlighting the importance of institutional support, peer collaboration, and  
perceived advantages.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
In the Philippine context, the Department of Education (DepEd) and the Commission on Higher Education  
(CHED) have strongly advocated for ICT integration to align with global education standards and the Sustainable  
Development Goals (Villena & Baltazar, 2020). However, the digital divide persists across public and private  
institutions, particularly in rural areas. Teachers face barriers such as limited infrastructure, lack of training, and  
insufficient institutional support (Cabansag, 2016; Bautista & Ocampo, 2021). For many Filipino educators,  
integrating ICT remains an aspirational goal rather than a regular classroom practice, especially in science  
subjects that require specialized technological tools and laboratory equipment (Mendez & Santos, 2019).  
Local studies highlight the uneven readiness of teachers to adopt ICT. Villena and Baltazar (2020) observed that  
teachers in public schools have varying levels of ICT competence, largely due to insufficient training  
opportunities. Pura and Torres (2021) emphasized that during the shift to online learning, teachers demonstrated  
resilience by self‑learning digital tools, but many still required mentoring to integrate ICT effectively. Mendez  
and Santos (2019) noted that while Filipino teachers acknowledge the importance of ICT, most need ongoing  
support to sustain its use. These findings underscore the importance of examining teachers’ lived experiences in  
specific institutional contexts.  
At Valencia Colleges, Inc. (VCI), located in Bukidnon, ICT integration has become increasingly significant in  
enhancing instructional delivery. As a private higher education institution in a semi‑urban setting, VCI aims to  
strengthen its digital teaching framework. Anecdotal observations suggest that teachers’ levels of ICT readiness  
and confidence vary considerably. Some science teachers employ interactive multimedia tools, simulations, and  
online resources, while others rely primarily on traditional lectures. Understanding the teachers’ perceptions and  
challenges in integrating ICT tools within this specific institutional context is essential for designing appropriate  
capacity‑building initiatives and improving instructional quality.  
This study is anchored on the Technology Acceptance Model (Davis, 1989; Teo, 2019) and Rogers’ Diffusion  
of Innovations Theory (2003). Together, these frameworks provide a foundation for understanding how teachers  
at VCI perceive and adapt to ICT in their instructional practices. The conceptual framework of this study is  
guided by three major constructs: teachers’ perceptions, challenges in ICT integration, and coping strategies.  
These elements are interrelated and collectively influence the level and effectiveness of ICT integration in  
classroom instruction.  
The significance of this study extends to multiple stakeholders. Teachers will gain deeper understanding of their  
own experiences, enabling self‑assessment and professional growth. School administrators can use findings to  
design targeted ICT training programs and policies that foster technological competency. Students stand to  
benefit from improved instructional practices that enhance engagement and learning outcomes. Educational  
policymakers may use the results to strengthen ICT integration strategies in teacher education. Future researchers  
can build upon this study to explore comparative or longitudinal analyses on ICT adoption.  
By situating the research within the broader discourse on ICT integration and grounding it in the lived  
experiences of teachers at VCI, this study contributes to ongoing efforts to bridge the digital divide in Philippine  
education. It seeks to answer three central questions: How do teachers perceive ICT integration in classroom  
instruction at VCI? What challenges do they encounter? How do they cope with these challenges? Addressing  
these questions provides valuable insights into the complex interplay of perceptions, barriers, and adaptive  
practices that shape ICT integration in science education.  
METHODS  
This study employed a qualitative phenomenological design to explore teachers’ perceptions and challenges in  
ICT integration. Phenomenology is appropriate as it seeks to understand lived experiences of a phenomenon—  
in this case, ICT integration in teaching. The study was conducted at Valencia Colleges, Inc., a private higher  
education institution in Bukidnon. Twelve faculty members from the Basic Education Department and College  
of Education were purposively selected based on teaching experience and ICT use. A semi-structured interview  
guide was developed, validated by experts, and piloted. It covered perceptions, challenges, and coping strategies.  
Permission was obtained from VCI administration. Interviews lasted 30–45 minutes, recorded and transcribed  
verbatim. Colaizzi’s phenomenological method was used, involving significant statements, formulated  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
meanings, clustered themes, and synthesis. Braun and Clarke’s thematic analysis supported coding and theme  
development. Credibility was ensured through member checking. Transferability was supported by contextual  
descriptions. Dependability was achieved via audit trails, and confirmability through reflective journaling.  
Confidentiality and anonymity were maintained. Pseudonyms were used, and participants could withdraw at any  
time.  
RESULTS AND DISCUSSION  
The findings of this study reveal that teachers at Valencia Colleges, Inc. perceive ICT integration as a  
transformative force that enhances engagement, promotes interactivity, and supports modern pedagogical  
practices. Respondents consistently emphasized that ICT makes lessons more engaging and relevant, improves  
comprehension through visual learning, and shifts classrooms toward student‑centered approaches. These  
perceptions align with Ghavifekr and Rosdy (2015) and Tondeur et al. (2017), who emphasized that teachers’  
positive perceptions strongly influence the success of ICT integration.  
Building on these perceptions, teachers reported significant changes in their instructional practices. Many shifted  
from lecture‑based to interactive lessons, regularly using multimedia resources, blended learning approaches,  
and online assessments. ICT encouraged them to design student‑centered activities and incorporate digital  
literacy into their teaching. This transformation echoes constructivist learning theory, which emphasizes  
knowledge construction through engagement and collaboration (Teo, 2019). Hatlevik and Hatlevik (2018)  
similarly found that ICT allows teachers to become facilitators rather than sole knowledge providers, a shift that  
was evident in the experiences of VCI teachers.  
In addition to instructional changes, confidence in using ICT varied among respondents, with most reporting  
moderate to high levels. Confidence was linked to prior training, exposure, and continuous practice. Some  
teachers expressed anxiety during technical problems, while others gained confidence through webinars and  
self‑learning. These reflections confirm Hatlevik and Hatlevik’s (2018) finding that self‑efficacy improves  
through experience and institutional support. Within the Technology Acceptance Model (TAM), these findings  
illustrate how perceived ease of use is compromised by poor internet and outdated equipment, while perceived  
usefulness remains high. Thus, ease of use barriers directly limit adoption frequency despite positive perceptions.  
Motivation to integrate ICT also emerged as a critical factor, stemming from both intrinsic and extrinsic sources  
such as student engagement, administrative encouragement, ease of lesson delivery, and personal interest in  
technology. This dual motivation reflects Self‑Determination Theory (Deci & Ryan, 2000), where autonomy and  
competence foster persistence. From the perspective of Diffusion of Innovations Theory, institutional support  
functions as a moderator: administrators’ encouragement and training opportunities accelerate adoption,  
enabling teachers to transform challenges into creative practices such as flipped classrooms and digital  
simulations. Conversely, limited support slows diffusion, leaving some faculty hesitant or reliant on traditional  
methods.  
Despite these positive perceptions and motivational drivers, teachers encountered persistent challenges. Poor  
internet connectivity, outdated equipment, insufficient training, and inconsistent technical support were  
frequently cited. These limitations mirror the findings of Cabansag (2016) and Buabeng‑Andoh (2021), who  
highlighted resource inadequacy and insufficient technical support as recurring problems in schools. Resistance  
among older or less tech‑savvy colleagues was also noted, though training and encouragement from  
administrators gradually improved acceptance (Villena & Baltazar, 2020). Importantly, the private funding  
structure of VCI uniquely shaped these challenges. Unlike public schools, where ICT barriers often stem from  
bureaucratic procurement and centralized resource allocation, VCI’s reliance on tuition and limited private  
capital created uneven investment patterns. Infrastructure upgrades were contingent on enrollment stability and  
administrative prioritization, explaining why some classrooms benefited from modern facilities while others  
remained under‑resourced. Bautista and Ocampo (2021) observed that learning environments influence teachers’  
readiness and enthusiasm for digital pedagogy, and at VCI, infrastructural disparities underscore the unique  
challenges of private institutions.  
In response to these barriers, teachers employed diverse coping strategies to sustain ICT integration. These  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
included preparing backup lessons, seeking help from colleagues, attending training and webinars, using mobile  
data when Wi‑Fi failed, and adapting tasks to available tools. Respondents also demonstrated creativity through  
personal innovations such as using YouTube and simulations in science demonstrations, creating digital quizzes  
with Google Forms, developing video lessons, and applying flipped classroom approaches. These adaptive  
practices highlight professional resilience and commitment to quality instruction despite limitations. Pura and  
Torres (2021) emphasized adaptability as a key characteristic of teachers effectively managing technological  
barriers, and the experiences of VCI teachers illustrate how institutional support moderates the relationship  
between challenges and coping strategies, consistent with Rogers’ Diffusion of Innovations framework.  
Taken together, the findings underscore a complex interplay between positive perceptions, persistent challenges,  
and adaptive strategies. Teachers at VCI view ICT as essential for modern instruction, yet their ability to integrate  
it fully is constrained by infrastructural and institutional factors. The results highlight the importance of sustained  
support, training, and investment to maximize ICT’s potential in science education, while also showing how  
private funding structures uniquely shape the trajectory of ICT adoption compared to public sector contexts.  
CONCLUSION AND RECOMMENDATION  
The findings of this study underscore the transformative potential of Information and Communication Technology  
(ICT) integration in science instruction at Valencia Colleges, Inc., a privately funded provincial institution.  
Teachers consistently described ICT as a powerful pedagogical tool that fosters student engagement, enhances  
collaboration, and stimulates innovation in classroom practices. By shifting from traditional lecture-based  
approaches to interactive and student-centered methods, ICT has enabled the creation of dynamic learning  
environments that reflect the realities of 21st-century education. This transformation is particularly evident in  
science subjects, where simulations, multimedia resources, and online platforms allow learners to visualize abstract  
concepts, conduct virtual experiments, and connect theoretical knowledge to real-world applications.  
At the same time, persistent challenges hinder the full realization of ICT’s potential. Infrastructural limitations such  
as poor internet connectivity, outdated equipment, and insufficient technical support remain significant barriers.  
Unlike public schools, where bureaucratic procurement often delays ICT adoption, VCI’s reliance on tuition and  
limited private capital produces uneven investment patterns, resulting in disparities across classrooms. Teachers  
also reported gaps in training and professional development, which affect their confidence and ability to maximize  
ICT tools. Resistance among some colleagues, particularly those less familiar with technology, further complicates  
integration efforts. These challenges highlight the importance of institutional support in sustaining ICT adoption.  
Within the Technology Acceptance Model, poor connectivity and outdated equipment directly undermine  
perceived ease of use, while perceived usefulness remains high. From the perspective of Diffusion of Innovations  
Theory, institutional support acts as a moderator, enabling teachers to transform barriers into creative practices  
when encouragement and training are present.  
Nevertheless, the resilience demonstrated by teachers at Valencia Colleges, Inc. is noteworthy. Respondents  
employed adaptive strategies such as preparing backup lessons, collaborating with peers, self-learning through  
online tutorials, and experimenting with blended learning approaches. The creativity evident in practices such as  
flipped classrooms, digital quizzes, and mobile-based activities illustrates how teachers can harness ICT to enrich  
learning experiences even in resource-constrained environments. These coping mechanisms reflect a strong  
commitment to quality instruction and exemplify how institutional support can accelerate diffusion and strengthen  
adoption.  
Based onthese findings, several recommendations are proposed to strengthen ICT integration at Valencia Colleges,  
Inc. First, the institution should prioritize investment in infrastructure, ensuring reliable internet connectivity,  
updated equipment, and consistent technical support. Second, continuous professional development programs must  
be established, focusing not only on technical skills but also on pedagogical strategies for effective ICT use.  
Mentoring and peer support initiatives can further enhance teachers’ confidence and encourage collaborative  
innovation. Third, ICT pedagogy should be embedded into curriculum frameworks, ensuring that technology use  
is aligned with learning objectives and assessment practices. Diversifying assessment methods to include digital  
outputs such as multimedia projects, online presentations, and collaborative platforms will allow students to  
demonstrate their understanding in ways that reflect modern learning environments. Finally, fostering a culture of  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
collaboration among faculty is essential. By sharing best practices, co-developing digital resources, and engaging  
in reflective dialogue, teachers can collectively advance ICT integration across disciplines.  
Future research should extend beyond science instruction to explore ICT integration in other subject areas and  
institutional contexts. Comparative studies across public and private schools, as well as longitudinal investigations  
ofteachers’ evolving practices, would provide deeper insights into the sustainability of ICT adoption. Such research  
will contribute to a broader understanding of digital pedagogy in Philippine higher education and inform policies  
that support equitable and effective technology integration.  
In conclusion, ICT integration at Valencia Colleges, Inc. is both empowering and demanding. It offers  
transformative opportunities for teaching and learning, yet requires sustained institutional commitment to  
overcome persistent challenges. By situating this case study within TAM and Diffusion of Innovations Theory, the  
findings highlight how private funding structures, infrastructural realities, and institutional support collectively  
shape ICT adoption. With strategic investment in infrastructure, professional development, curriculum alignment,  
and collaborative innovation, educational institutions can ensure that ICT fulfills its promise of enhancing student  
engagement, fostering collaboration, and driving innovation in science education and beyond.  
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