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This qualitative research employs a phenomenological approach to unravel the experiences of Grade 1 teachers as they navigate the challenges, coping mechanisms, and insights associated with teaching literacy in the digital age. Utilizing in-depth interviews, the study captures the lived experiences of Grade 1 teachers. The phenomenological lens allows for an in-depth exploration of the challenges encountered, coping strategies employed, and the rich insights drawn from their day-to-day experiences in literacy instruction. The findings reveal a multifaceted landscape of challenges, including diverse learning styles, technology integration issues, and difficulties in assessing and evaluating young learners' literacy skills. Coping mechanisms range from personalized remedial sessions to embracing modern teaching technologies, showcasing the teachers' resilience and adaptability. The study uncovers profound insights, emphasizing the importance of setting clear objectives, fostering a love for literacy, encouraging varied activities, providing adequate intervention for learners with difficulties, and adapting to digital trends for effective teaching. Implications extend to education stakeholders. For officials and school heads, the study informs policy decisions and professional development initiatives. Teachers benefit from practical strategies and a reflective approach to teaching, while students experience a more engaging and supportive learning environment. Future researchers find a foundation for further investigations into teaching literacy in the digital age.
Jumag et al. (Fri,) studied this question.