Meriam C. Angana*, Kyle Jay Padilla, Regina P. Galigao, and Christian Jake A. Gabas (Authors)

Abstract

This study investigates the impact of technology on the transformation of teaching and learning, specifically analyzing the Enhanced K–12 Curriculum in the Philippines and comparing it with selected educational systems in 18 countries across six continents.  The research engages a qualitative comparative case study methodology to examine the integration of technology within curriculum frameworks, its influence on instructional methodologies, and the degree to which it fosters or constrains equity and access.  The findings indicate that although technology enhances interactive pedagogy and fosters 21st-century abilities, systemic gaps in infrastructure, digital literacy, and socio-economic resources persist, further establishing divisions.  Comparative observations reveal that high-resource contexts namely: Finland, Singapore, South Korea leverage technology to enhance individualized, inquiry-based learning, whereas low-resource contexts specifically South Africa, Brazil, rural Philippines encounter ongoing access difficulties.  The results show that we need policies that include everyone, better digital infrastructure, and more training for teachers to make sure that technology makes things fairer instead of making them worse.

Keywords: Enhanced K-12, impact of technology, transformation of teaching and learning, curriculum frameworks, educational system, data mining

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404500

Recommended citation:

Angana, M. C., Padilla, K. J., Galigao, R. P., & Gabas, C. J. A. (2025). The impact of Technology on teaching and learning: Implications for equity and access in the Enhanced K–12 curriculum in the Philippines and selected education systems worldwide. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5397-5404. http://doi.org/10.69651/PIJHSS0404500

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