Author

Mari-Cris T. Panangui*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

The integration of emerging technologies has become essential in enhancing teaching practices and learning outcomes in contemporary education. However, there remains a paucity of localized studies examining teachers’ readiness for digital instruction, particularly in Santa Maria, Isabela. This study aimed to assess the level of adoption of emerging technologies and the readiness of secondary teachers for digital instruction, including the challenges they encounter and the relationship between these variables. Using a descriptive–correlational design, data were collected from 50 secondary teachers through a validated survey questionnaire. Results revealed a high level of technology adoption and readiness, particularly in digital tools, technological proficiency, and professional development engagement, with minimal perceived challenges. Furthermore, a significant positive relationship (r = 0.624, p = 0.002) was found between technology adoption and readiness. The findings suggest the need to strengthen advanced technology integration, enhance training systems, and sustain institutional support to improve digital instructional practices.

Keywords: Emerging technologies, digital instruction readiness, technology adoption, technological proficiency, professional development, secondary teachers.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0502898

Recommended citation:
Panangui, M.-C. T. (2026). Adoption of emerging technologies and teachers’ readiness for digital instruction in Santa Maria, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 186-193. http://doi.org/10.69651/PIJHSS0502898

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