Digital Literacy and Practices in Classroom Instruction-Basis for a Capacity-Building Design

Although digital technologies are increasingly promoted in basic education, meaningful classroom integration depends on teachers' digital competencies and opportunities to apply them. This study examined the digital literacy and digital practices of Key Stage 2 teachers in the Bayugan City West District, Division of Bayugan City, Agusan del Sur, to inform a capacity-building program. A quantitative descriptive-correlational design was employed. The respondents were 57 Key Stage 2 teachers from nine public elementary schools, selected through complete enumeration of eligible teachers. Data were gathered using a researcher-made questionnaire measuring digital literacy and digital practices across instructional delivery, assessment and feedback, content creation and adaptation, and communication and collaboration. Frequencies, percentages, weighted means, standard deviations, Spearman's rank-order correlation, and multiple linear regression were used. Results showed that teachers' digital literacy ranged from very good to excellent, with domain weighted means from 3.39 to 3.51. Teachers reported digital practices to a great extent across all four domains, with weighted means from 3.27 to 3.42. Digital literacy was very strongly and positively associated with digital practices (ρ = .969, p < .001). Teaching position was the only profile variable that significantly predicted digital literacy (β = .239, p = .036) and digital practices (β = .195, p = .041). In contrast, years of teaching, educational attainment, and related training attended were not significant predictors. The regression models accounted for 10.6% and 8.9% of the variance in digital literacy and digital practices, respectively. These findings indicate that structured opportunities for classroom application should support strong digital literacy. Accordingly, the study proposes the DIGI-PRAXIS Capacity-Building Program, which targets comparatively lower-rated competencies through practical training, workplace application, peer coaching, and continuing evaluation. The proposed program may guide professional development for Key Stage 2 teachers.