This action research examined the digital competence of 20 Basic Education teachers at DonMariano Marcos Memorial State University–Mid La Union Campus (DMMMSU–MLUC) andthe challenges they face in ICT integration. Teachers’ competence was assessed acrossTechnology Operations (GM = 2.41), Social-Ethical Responsibility (GM = 2.50), PedagogicalApplication (GM = 2.51), and Professional Practice (GM = 2.43), yielding an overall GrandMean of 2.46 (High Competence). Results indicate strong pedagogical use and ethical ICTpractices, while technical skills such as database management, troubleshooting, and spreadsheetuse remain weaker. Younger and single teachers demonstrated higher technical proficiency, yetoverall digital competence did not significantly correlate with ICT challenges (Overall Mean =1.74), suggesting systemic and institutional barriers are the primary constraints. Based on thesefindings, a contextualized ICT Enhancement Program was proposed, including targeted skillsdevelopment, hands-on exercises, ethical ICT training, peer mentoring, and enhancedinstitutional support, aligned with Sustainable Development Goal 4 (Quality Education). Thestudy underscores that effective ICT integration requires not only teacher competence but alsotechnical skill enhancement, collaborative culture, and reliable infrastructure to enablemeaningful and sustainable technology use in teaching and learning.Keywords: action research, digital competence, ICT integration, teacher professionaldevelopment, systemic barriers
Nino Estolas (Thu,) studied this question.