The digital economy is at the heart of the twenty-first century, and digital technology have transformed everyday routines. In this age of digitalization, having digital skills is critical for everyone to stay up with the rapidly changing digital demands, and teachers are no different. As education has evolved to meet new standards, virtual platforms have become indispensable in the industry. For teachers, being digitally literate entails having sufficient access, familiarity, application, and comprehension of digital tools. These foundational skills are required for instructors to navigate pedagogies that incorporate technology into blended learning and actively participate in virtual professional activities. Previous observations of teachers found that many lack self-confidence in their technological background, which affects their willingness and confidence to perform technology-driven duties such as writing reports and meeting professional obligations (Garzon & Garzon, 2023; ATANDA et al., 2024).

The Department of Education (DepEd) has launched ICT initiatives such as the Learning Resource Management and Development System (LRMDS) and an ICT Literacy program across all educational levels. Furthermore, DepEd has implemented a computerization initiative aimed at facilitating e-learning and equipping schools with necessary equipment. In 2021, DepEd debuted the DepEd Commons, the DepEd Learning Management System, DepEd 5G SIM cards, and the DepEd Project Be Techie in School (B.T.S.) 2.0 in conjunction with Microsoft Philippines.

As outlined in DepEd Order 78. S. in 2010, the DepEd Computerization Program (DCP), which includes implementation instructions announced on June 10, 2010, aimed to provide public schools with the necessary technologies. This strengthened the teaching-learning process and prepared students for the difficulties of the twenty-first century. This program provided the necessary hardware, software, and training for basic troubleshooting in response to the public schools computer backlog.

Incorporating technology into instructional methods is becoming more common in modern education systems. Information and communication technologies (ICTs) are widely regarded as critical tools for improving educational quality by allowing access to information and knowledge resources, resulting in pedagogical innovation and development in modern societies (Anyim, 2018).

In the twenty-first century, digital literacy and information and communication technology (ICT) integration have become critical skills for effective teaching and learning. As global education institutions embrace digital transformation, the Philippine education sector has opportunities and problems in keeping up with rapid technological breakthroughs and changing digital expectations. Digital literacy, which includes the ability to access, analyze, produce, and transmit knowledge using digital means, is today considered a fundamental skill alongside reading, writing, and arithmetic (Ng, 2012; Martin & Grudziecki, 2016).

The degree of ICT integration in classrooms varies, according to recent studies, which showed that many Filipino educators still struggle with infrastructure, training, and digital confidence (Lapada et al., 2020; Tondeur et al., 2017). From fundamental knowledge to revolutionary use of technology in pedagogy, teachers digital literacy has a substantial impact on their capacity to successfully integrate ICT (Voogt et al., 2015; UNESCO, 2018).

As an ICT coordinator, the researcher is responsible for providing technical assistance concerning various ICT teaching and learning initiatives, school operations, and the professional development of teachers. Additionally, the researcher helps the school head, class advisers, and co-teachers in the effective use of computers for teaching, administrative purposes, and communication. The researcher also provides in-service training to enhance teachers skills in utilizing computers and other gadgets as instructional tools, ensuring they can integrate technology effectively into their teaching practices. Recognizing the growing and urgent need for ICT integration in education, the researcher is committed to supporting teachers in their journey toward digital literacy. This is the main reason that motivated the researcher to conduct the current study - to assess teachers digital competencies and identify areas where targeted training and resources are urgently needed to improve their ICT integration.

This study was conducted to determine the digital literacy of intermediate teachers as well as their level of ICT Integration in teaching.

This study utilized a descriptive-correlational research design, which integrates two complementary approaches. This research design was suitable because it allowed the researcher to measure the extent of digital literacy and ICT integration among teachers without altering the natural classroom environment, and to identify possible relationships between the two variables, which can serve as a basis for future inter-ventions, targeted teacher training programs, or curriculum enhancements aimed at improving technology integration in education.

The study was conducted among the elementary schools in the 1st District of Capiz, which are found in the Districts of Maayon, Panay, Panit-an, Pilar, Pontevedra, and President Roxas.

The total population from which the sample was drawn was 740 intermediate teachers, with an overall sample size of 254, representing 100% of the study sample. The study employed a stratified random sampling technique to ensure that the sample adequately represents different groups within the population of teachers.

Once the total sample size was established, the study employed proportionate stratified random sampling to distribute the respondents fairly across all districts within the division. The number of samples allocated per district was determined by calculating the proportion of teachers in each district relative to the entire teacher population. This ensured that each district was represented in proportion to its actual size. After determining how many respondents were needed per district, a random selection of participating schools was conducted. To promote fairness and eliminate bias, the “Spin the Wheel” randomizer app was used. All schools within a district were entered into the digital wheel, which was spun to randomly select schools until the required number of respondents for that district was met. Following the selection of schools, a list of eligible teachers was generated, and a number picker wheel was used to select participants, ensuring that every teacher had an equal chance of being included in the sample.

The researcher utilized a researcher-made questionnaire as the main instrument for data collection. The questionnaire was carefully crafted to align with the objectives of the study and to gather comprehensive information from the respondents. It was designed in a structured format and divided into three major parts, each focusing on specific aspects relevant to the research. Before being utilized, the research instruments underwent validation by a panel of expert. Their expert feedback and recommendations were carefully reviewed, with necessary adjustments and refinements incorporated to ensure the clarity, relevance, and appropriateness of each item in the instrument. Once the instrument had undergone both face and content validation, it was pilot-tested on thirty (30) intermediate teachers from the 2nd District of Capiz, specifically in the District of Ivisan. A pilot test was conducted, and the results were used for computer-processed factor analysis, construct validation, and reliability testing of the instrument. The Statistical Package for Social Sciences (SPSS) Software was employed for data analysis. The pre-tested data were systematically tabulated to assess the instruments reliability. The reliability coefficient was computed using Cronbachs Alpha. An instrument was considered reliable if the computed reliability coefficient was 0.8 and above but not more than 1.0. The result of the Cronbach alpha of the questionnaire showed a reliability index of .983. This means that all items in the research instrument were reliable and valid.

After determining the number of participants and ensuring the validity and reliability of the research instruments, formal approval to conduct the study was sought from concerned offices. Once the necessary permissions were granted, the researcher personally distributed the questionnaires to the intermediate teachers in the identified districts. Ample time was provided for participants to respond, after which the completed questionnaires were carefully retrieved. The collected data were then submitted to a professional statistician for thorough analysis. Throughout the entire process, the confidentiality and security of the participants information were strictly maintained. All data gathered were used solely for research purposes and were not disclosed to any third party without the informed consent and prior approval of the participants. These measures ensured the protection of participants privacy and upheld the integrity of the research.

The study employed a quantitative data analysis procedure, which descriptive statistics such as frequency, percentage, mean, and Pearsons r were used. The Statistical Package for Social Sciences (SPSS, Version 17) was used to run the descriptive statistics. Tables and figures were used to summarize data. The quantitative data were derived from the researcher-made questionnaires. All the gathered data were analyzed using computer-based processing with appropriate statistical tools. Frequency count and percentage were used to describe the respondents in terms of sex, civil status, educational attainment, years of teaching experience, availability of digital technology in school, and participation in digital literacy training. The mean was employed to describe the levels of digital literacy and ICT integration among the teachers. Pearsons r was used to determine whether a significant relationship exists between teachers digital literacy and their level of ICT integration. The test was conducted at a 0.05 alpha level to assess statistical significance.

The teachers overall digital literacy was at a very high level. In terms of specific domains, their ICT literacy was found to be at a high level, moreover, teachers exhibited a very high level of competence in both media literacy and information literacy. 

This finding indicates that, in general, teachers possess a high level of digital competence and are well-equipped with the necessary skills to navigate and utilize digital technologies effectively in both instructional and professional contexts. This high score reflects a positive self-perception of digital competence among teachers, which is a crucial factor in the successful implementation of technology-enhanced teaching and learning. Teachers who view themselves as digitally literate are more likely to explore new educational technologies, use data to inform instruction, and promote student engagement through multimedia and interactive platforms. The strong baseline established by this studys findings suggests that teachers are positioned for continuous professional growth, with the digital mindset necessary to embrace future innovations such as artificial intelligence in education, virtual learning environments, and adaptive learning technologies.

Among the three key domains assessed, Information Literacy obtained the highest mean score of 4.36, which is interpreted as “Very High”. These results suggest that teachers are highly capable of locating, evaluating, and using digital information responsibly and effectively. High ratings in this area suggest that teachers are well-equipped to guide students through inquiry-based learning, support independent and collaborative research tasks, and consistently promote digital ethics and responsible information use in the classroom. Teachers who are information-literate are not only capable of sourcing, analyzing, and evaluating digital content, but they are also able to model and teach these processes to students. This includes demonstrating how to identify credible sources, cross-check facts, recognize bias, and synthesize information across multiple media and formats.

Such competencies are increasingly essential in todays educational landscape, where learners are exposed to an overwhelming volume of information, much of which is unverified or misleading. Information - literate teachers play a key role in empowering students to become critical consumers and ethical producers of information, which supports the development of higher-order thinking skills such as analysis, evaluation, and reflection.

These findings reflect broader educational shifts that position teachers not merely as content deliverers but as curators, facilitators, and learning coaches within the framework of the 21st-century knowledge economy. In this context, the teachers role is to guide students in navigating complex information ecosystems, helping them ask the right questions, select appropriate tools, and develop meaningful conclusions based on evidence.

The result aligns with global trends where digital literacy has increasingly become a core competency for educators, especially after the COVID-19 pandemic accelerated the adoption of digital tools in education (UNESCO, 2021; Haque et al., 2021). 

In the Philippine context, similar trends have been observed. 

The finding, which indicates that teachers are generally very literate in terms of digital literacy, particularly in media and information literacy, is supported by the study of Abella and Dela Rosa, (2023) who assessed the digital literacy (DL) and digital competence (DC) of Filipino teachers. The research revealed that teachers exhibited high levels of digital literacy and competence, suggesting a strong foundation in utilizing digital tools for educational purposes. The study also highlighted that factors such as access to technology and ongoing professional development significantly influence the enhancement of teachers digital skills. 

Overall, this indicates that teachers are very literate in digital competencies and capable of effectively integrating technology into their teaching practices. This high level of digital literacy is both a reflection of recent professional development efforts and a promising foundation for future instructional innovation. Continued support, through professional development and institutional policies, will be vital in sustaining and advancing this digital competence in the years to come.

Teachers overall level of ICT integration among teachers is moderate. When analyzed across the different levels of integration, teachers were found to be at a very high level in both the Awareness and Adoption stages. At the Adaptation level, teachers demonstrated a high level of integration. However, the levels of integration significantly decreased at the Infusion and Transformation stages, where teachers were rated low.

The overall mean score for ICT integration was 3.36, which falls within the “Moderate” range based on the established interpretation scale. This finding suggests that, on average, teachers are incorporating ICT into their instructional practices at a moderate level, indicating a functional but not fully optimized use of technology in the classroom. The moderate level of ICT integration reveals that while teachers are increasingly utilizing digital tools and resources, their usage tends to be supplementary rather than transformational. ICT is likely being employed to support existing teaching strategies, such as presenting lessons, managing classroom tasks, or facilitating communication, rather than to create new, innovative, or student-centered learning experiences. This indicates that most teachers have moved beyond basic awareness and initial adoption stages but have not yet fully reached the levels of infusion and transformation, where ICT fundamentally alters teaching methods, curriculum design, and student engagement.

This result signifies that teachers demonstrate a strong awareness of the role and potential of ICT in education. They are well-informed about digital tools, current technology trends in teaching and learning, and the general benefits of ICT integration. This level of awareness suggests that teachers have developed positive attitudes and mindsets toward the use of digital technologies in the classroom and are likely open to embracing innovation and professional development opportunities in this domain.

However, it is important to note that while high awareness is encouraging, it does not automatically translate into deep or effective classroom integration. As shown in other findings in this study, the overall ICT integration level among teachers remains low (M = 3.36), indicating that many teachers have not yet advanced beyond awareness to higher levels of integration such as infusion or transformation. Thus, a significant gap remains between what teachers know about ICT and how they implement it in daily teaching practice.

Among the competencies assessed, the highest-rated behavior was the use of computers to prepare basic classroom materials, such as lesson plans, which received a mean score of 4.74. This suggests near-universal integration of basic digital tools in daily teaching operations. This indicates that the use of basic digital productivity tools has become deeply embedded in teachers daily professional practice. The result suggests that teachers are now almost universally integrating computers into the preparatory aspects of their instructional responsibilities. This includes not only writing lesson plans but also creating handouts, designing quizzes, crafting activity guides, and preparing slide presentations. Such practices reflect a foundational level of ICT competence, where digital tools are used routinely and efficiently to support instructional planning and organization.

The finding that ICT integration among teachers is at a moderate level supported the research of Bedeo et al. (2023). Their study on secondary mathematics teachers revealed that while teachers utilize basic ICT tools such as computers, projectors, and smart TVs in their classrooms, the integration remains limited in scope and transformative use, aligning with the notion that ICT is primarily used to supplement rather than fundamentally alter traditional teaching practices or foster innovative, student-centered learning environments.

Similarly, Pastor and Pedro, (2023) found that while secondary mathematics teachers possess strong ICT competencies, their usage of technology in the classroom was still confined to basic applications, used infrequently, which reflects the moderate level of ICT integration observed in your study. Despite their technical proficiency, teachers did not fully incorporate ICT in ways that would transform teaching and learning processes.

The findings support the assertions made by Koehler and Mishra, (2009) and Hamilton et al. (2016), indicating that while teachers recognize the importance of technology in education, they may still face challenges in effectively applying ICT in transformative ways. The study reveals that teachers may lack the necessary skills, confidence, pedagogical strategies, or institutional support, aligning with the notion that insufficient training, technical support, and limited infrastructure - along with unfamiliarity with integration models like TPACK or SAMR - are significant barriers to their ability to effectively integrate technology in education.

The result also revealed that there was a significant relationship between digital literacy and the level of ICT integration of intermediate teachers. The analysis reveals a significant positive correlation, with a v-value (correlation coefficient) of .517 and a p-value of .000. 

The correlation coefficient of .517 reflects a moderate positive relationship between the two variables. This means that as teachers digital literacy increases, their level of ICT integration also tends to increase. In other words, teachers who are more competent in digital skills including ICT, media, and information literacy, are more likely to integrate technology at deeper levels in their teaching practice.

This positive association suggests that digital literacy serves as a foundational enabler for ICT integration, providing teachers with the necessary knowledge, skills, and attitudes to harness digital tools not only for content delivery but also for fostering critical thinking, collaboration, and creativity among students. This aligns with the UNESCO ICT Competency Framework for Teachers (2018), which highlights that ICT integration must be grounded in pedagogical strategies, curricular goals, and professional collaboration - all of which require a strong base of digital literacy.

The findings of this study support Petko et al. (2018), who highlighted that teachers attitudes toward technology, their self-efficacy, and their digital skills are key factors in determining how deeply they integrate ICT into their teaching practices. The study shows that teachers with higher digital competence move beyond basic administrative uses of ICT, such as PowerPoint presentations, and engage in more advanced, student - centered digital pedagogy. This includes using tools like Google Workspace, Padlet, and digital assessments - practices that align with the studys findings that teachers with higher digital skills are more confident in applying ICT to enhance student learning and collaboration.

Furthermore, Claro et al. (2018) emphasize that teachers ability to effectively develop students digital competence hinges on their own level of digital readiness and proficiency. A digitally literate teacher not only possesses the skills to use ICT tools but is also adept at incorporating them into the learning process in a meaningful way. This includes the ability to navigate ethical dilemmas, such as issues related to online safety, privacy, and digital citizenship, as well as addressing the technical challenges that may arise when using digital platforms. Beyond the technical aspects, a teachers pedagogical approach to ICT is crucial to teachers who can integrate technology in a way that supports and enhances student learning, rather than just using it for the sake of using it, and will be more effective in cultivating digital competence among students. Professional development programs for teachers must shift their focus from merely teaching how to operate digital tools to equipping educators with strategies for embedding technology into the curriculum in a pedagogically sound way. This is especially important in under-resourced or developing country contexts, where teachers often face challenges such as limited access to technology, inadequate training, and lack of institutional support. By emphasizing these strategies, such programs can empower teachers to better navigate these challenges and enhance their students digital learning experiences.

This also corroborates the findings of Abella and Dela Ros, (2023) who noted that while Filipino teachers often possess basic digital literacy skills, they struggle with higher-order ICT integration, especially in differentiated instruction and technology-enabled assessment.  This aligns with the studys emphasis on the gap between basic digital literacy and advanced ICT integration skills, underscoring the need for continuous professional development in these areas. Additionally, it highlights the importance of focusing on pedagogically grounded strategies rather than just technical tool usage in teacher training programs.

Additionally, this finding reinforces the conclusion of Barrot et al. (2021), who emphasized that the abrupt transition to remote learning brought about by the COVID-19 pandemic exposed significant disparities in digital competencies among teachers throughout the Philippines. Educators who possessed strong digital literacy skills were able to swiftly adapt to the new learning environment by utilizing virtual platforms effectively, designing interactive and engaging digital content, and providing timely and meaningful feedback to students through various online channels. Their competence allowed for a smoother transition and more consistent instructional delivery despite the limitations posed by the pandemic. On the other hand, teachers with limited digital skills encountered considerable difficulties - not only in navigating technological tools but also in promoting equitable access to learning resources, maintaining student engagement, and managing digital classrooms. These challenges underscored the urgent need for comprehensive digital skills training and capacity - building programs to bridge the competence gap and ensure that all educators are adequately prepared for digitally mediated instruction, both during crises and in the evolving landscape of education.

The statistical significance (p = .000) strengthens the interpretation, confirming that the correlation is reliable across the sample used in the study. Thus, the data provide empirical support for efforts to enhance digital literacy as a strategic approach to improve the quality and depth of ICT integration in schools. 

The significant positive relationship between teachers digital literacy and their level of ICT integration confirms what much of the contemporary literature has stressed: digital literacy is not optional it is essential. To achieve meaningful, transformative, and equitable use of technology in education, stakeholders must invest in building teachers digital competencies as a sustained and systemic effort. This ensures not only the effective use of technology in classrooms but also prepares students to thrive in a digitally mediated world.

Teachers exhibit a very high level of digital literacy, particularly in the domains of information literacy and media literacy. Teachers demonstrated strong competencies in searching for, evaluating, and organizing digital information, as well as in guiding students to analyze media content critically and ethically. Their ability to create engaging lessons using multimedia and ensure the ethical use of digital materials reflects a deep awareness of their role in shaping digitally literate learners. Although ICT literacy also scored well, there remains room for improvement in more technical aspects such as troubleshooting, customizing digital platforms, and managing more advanced tools for instruction. The ICT integration among teachers is moderate and is highly evident at the foundational levels, specifically, at the awareness and adoption stages. Teachers regularly use technology for planning, delivering lessons, and communicating with stakeholders such as students and parents. However, the extent of integration begins to decline at the adaptation level and is notably limited at the infusion and transformation levels, where ICT should be used to redesign learning environments, foster innovation, and empower student agency. This finding indicates that while most teachers are comfortable using ICT for routine educational tasks, they are less likely to apply it in student-led, cross-curricular, or problem-based learning contexts. Teachers with higher levels of digital competence are more likely to integrate technology in meaningful and transformative ways. This confirms that digital literacy is not only a technical skill but a foundational enabler of pedagogical innovation. The result aligns with international research emphasizing the strong link between competence in digital skills and the ability to implement learner-centered, technology-driven instruction. Teachers who are digitally literate are equipped to adapt their teaching practices to better meet the needs of 21st-century learners, enabling them to utilize technology to foster a more engaging and student-centered learning experience.

The researcher is thankful to those who helped in the accomplishment of this endeavor, mainly to the participants, who dedicated their precious time in answering the questionnaire, and to Capiz State University.

The author declares no conflicts of interest.