Author

Cynthia Espina Jaca*
Cebu Technological University – Main Campus, M.J. Cuenco Ave., cor. R. Palma St., Cebu City, Philippines

Abstract

This study profiled the technology utilization among teachers in inclusive classrooms at Basak Elementary School in Mandaue City, Philippines. Employing a descriptive-correlational design and guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), the research assessed the degree of technology integration based on performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention. Data were gathered from 48 teachers using a validated questionnaire. Results indicated that teachers generally agreed on the usefulness of technology in inclusive education, with high performance expectancy (M=3.98) and strong social influence (M=4.17). However, key challenges were identified in effort expectancy, particularly in troubleshooting and adapting to technological changes (M=3.75), and in facilitating conditions, such as insufficient training (M=3.67) and inadequate infrastructure (M=4.17). While behavioral intention was positive (M=3.94), actual use of specific tools—especially communication devices and digital assessment platforms—remained moderate. Statistical analysis revealed no significant differences in technology utilization across demographic groups, but a significant negative correlation was found between technology training received and reported utilization, suggesting a potential gap between training effectiveness and practical application. Based on these findings, an action plan was proposed to enhance teachers’ technological competence, improve institutional support, and foster sustainable integration of assistive technologies in inclusive classrooms. The study contributes to the growing discourse on inclusive education and digital equity in Philippine public schools.

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

*Corresponding author/ Email: jaca.cynthia28@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502891

Recommended citation:
Jaca, C. E. (2026). Profiling technology utilization among teachers in inclusive classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 103-120. http://doi.org/10.69651/PIJHSS0502891

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