Assessing Teachers’ ICT Competence and Digital Pedagogical Readiness for Education 4.0: Evidence from a Philippine State College
Abstract
The transition toward Education 4.0 requires higher education institutions to adopt learner-centered and technology-supported pedagogies. This study examined the ICT integration competencies and pedagogical preparedness of faculty members at Bicol State College of Applied Sciences and Technology in Naga City, Philippines. Using a descriptive-survey design and a competency-based evaluation framework, the research assessed teachers’ ICT integration across domains including digital literacy, ICT tool usage, pedagogical application of technology, adaptive teaching strategies, and facilitation of collaborative digital learning. Descriptive statistical analyses were employed to determine the level of ICT competence and readiness for Education 4.0 implementation. Findings indicate that faculty members demonstrate satisfactory ICT integration competencies and strong pedagogical preparedness for technology-enhanced teaching. However, challenges related to time constraints, infrastructure limitations, internet connectivity, and the need for sustained professional development continue to affect effective ICT integration. The study highlights the importance of strengthening institutional support systems to promote sustainable digital pedagogy and provides empirical insights that may inform policy and professional development initiatives in higher education institutions.
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