ABSTRACT

This study examines the relationship between teachers’ digital literacy and students’ academic performance, emphasizing the critical role of technology in modern education. Framed within the Technological Pedagogical Content Knowledge (TPACK) model and Diffusion of Innovations Theory, the study investigates the relationships among teachers’ digital competencies, academic results, critical thinking, and student engagement. The study utilized a correlational quantitative research design, gathering data from teachers and students at Lakeview Integrated School during the 2024–2025 academic year. The goal of the plan is to create dynamic and equitable learning environments that equip teachers for success in a technologically advanced world by closing digital literacy gaps. Notwithstanding these advantages, obstacles were found, including a lack of funding, inadequate training, and reluctance to embrace new technologies. The findings reveal that higher levels of teachers’ digital literacy are positively associated with improved student engagement and academic performance. However, challenges such as limited funding, insufficient training, and resistance to adoption of technology were identified. To address these issues, a Technology Enhancement Training Plan is proposed to strengthen teachers’ digital competencies. The study underscores the importance of continuous professional development and institutional support in promoting effective technology integration, thereby fostering equitable and innovative learning environments.

Keywords: Teacher Digital Literacy, Student Academic Performance, Technological Pedagogical Content Knowledge (TPACK), Digital Competency of Teachers, Educational Technology Training, Impact of Digital

Author/s:

Jusper Dave E. Botalon,LPT, MaEd
workwithjusper@gmail.com
Lakeview Integrated School