Author

Eva D. De Gracia
Cebu Technological University – Main Campus
R. Palma St., Cebu City, Philippines
Email: evajoeydegracia@gmail.com

Abstract

This study examined the teachers’ technology utilization profile in inclusive education at Cogon Elementary School for the school year 2025–2026 as the basis for developing an action plan to strengthen technology integration in inclusive classrooms. Anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study explored teachers’ demographic characteristics, the degree of their technology utilization based on performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention/use behavior, as well as the relationship and differences among these variables. Using a descriptive-correlational design, data were gathered from 36 teachers through a validated researcher-made questionnaire. Findings revealed that teachers generally “Agreed” on all UTAUT constructs, indicating positive perceptions of technology’s usefulness, ease of use, and social and institutional support. Despite these positive perceptions, challenges such as limited training on inclusive technologies, inadequate infrastructure, and constrained access to assistive devices persisted. Correlation results showed no significant relationship between demographic variables and technology utilization, suggesting uniform practices across teacher profiles. However, a significant difference was found when grouped according to sex, indicating variation in utilization patterns between male and female teachers. Based on these findings, an action plan was developed focusing on capacity building, improved infrastructure, enhanced collaboration, and increased access to assistive technologies to optimize technology integration in inclusive settings. The study concludes that while teachers exhibit readiness and positive attitudes toward technology, sustained support and strategic interventions are essential to fully realize technology’s potential in promoting equitable and inclusive learning environments.

Keywords: Special Education, UTAUT, technology utilization, action plan, descriptive-correlational design, Tagbilaran City, Bohol, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501732

Recommended citation:
De Gracia, E. D. (2026). Teachers’ technology utilization profile in inclusive education. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8088-8099. http://doi.org/10.69651/PIJHSS0501732

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