Digital Pedagogy: An Analysis of the Digital Competency Level of Key Stage 2 Teachers and Learners in Selected Philippine Public Elementary Schools

Abstract

In the context of the Fourth Industrial Revolution (IR 4.0), digital competency is essential for effective teaching and learning. However, many public elementary schools face challenges such as inadequate infrastructure, limited teacher training, and disparities in digital literacy. These are further complicated by unclear policies and ethical concerns around access and equity. This study addresses a research gap by examining how demographic factors influence digital competencies and exploring the relationship between the digital skills of Key Stage 2 teachers and learners. This study used a descriptive-correlational quantitative design. Data were collected through a standardized questionnaire from “The Digital Competence Questionnaire” and analyzed using descriptive and inferential statistics, Spearman’s Rho, Mann-Whitney U, and Kruskal-Wallis tests. Findings revealed that both groups had moderate digital competencies, with key stage 2 learners slightly outperforming teachers in information processing and safety. A very weak, non-significant correlation was found between key stage 2 teachers and learners’ digital competencies. Among teachers, digital skills varied significantly by gender and age, whereas learners’ competencies were influenced by technology access but not by gender. These results highlight the need for targeted teacher training, equitable access to digital tools, and policy reforms that promote digital citizenship. The study offers practical insights for fostering an inclusive, humanistic digital learning environment. Specifically, the study recommends to enhance Continuous Professional Development (CPD) for Teachers, integrate digital literacy into the curriculum, establish Mentorship and Peer Learning Programs, adopt gender-inclusive training strategies, implement regular digital competency assessments.