ICT Integration among Faculty at Negros Oriental State University: Challenges, Coping Strategies, and Innovation Readiness

The accelerating digital transformation of higher education has intensified the need for sustainable and equitable Information and Communication Technology (ICT) integration among faculty members. This study examined the challenges and opportunities of ICT integration among faculty members at Negros Oriental State University Main Campus 1. Anchored on the Technology Acceptance Model, Diffusion of Innovations Theory, Unified Theory of Acceptance and Use of Technology, TPACK Framework, DigCompEdu Framework, and the Transactional Model of Stress and Coping, the study investigated faculty ICT profile variables, integration challenges, coping strategies, professional development needs, proposed ICT innovations, and innovation readiness in a rapidly evolving digital educational environment. A cross-sectional quantitative research design employing descriptive-correlational and predictive approaches was utilized. Data were gathered through a validated researcher-made survey questionnaire administered to faculty respondents selected using stratified random sampling. Descriptive statistics, Pearson Product-Moment Correlation, and multiple regression analysis were employed to analyze the data at the 0.05 level of significance.
Findings revealed that faculty members generally demonstrated proficient digital skill levels, particularly in multimedia presentation, online assessment, and Learning Management System utilization. However, moderate limitations were observed in cybersecurity competence and learning analytics interpretation. ICT integration challenges were frequently encountered, particularly insufficient technological resources, inadequate technical skills, and workload-related time constraints. Among coping strategies, self-paced online learning and low-technology adaptation emerged as the most effective mechanisms employed by faculty members. Results further indicated substantial professional development needs in artificial intelligence integration, cybersecurity, hybrid learning systems, and data analytics.
Inferential analyses demonstrated that ICT profile variables, encountered challenges, and coping strategies significantly predicted innovation readiness and perceived teaching productivity. Multiple regression analysis revealed that digital skill proficiency and peer mentoring served as strong positive predictors, while internet connectivity challenges and insufficient technological resources negatively affected innovation readiness and teaching productivity.
The study concludes that although faculty members exhibit positive adaptability and moderate digital competence, sustainable ICT integration remains constrained by infrastructural, technical, and institutional limitations. Strengthening institutional support systems, expanding professional development initiatives, and investing in equitable digital infrastructure are therefore essential to advancing innovation readiness and fostering resilient, technology-enhanced higher education environments.

ICT integration, innovation readiness, teaching productivity, digital competence, coping strategies, higher education

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