Author
Mirolan C. Salazar*
Cebu Technological University – Main Campus R. Palma St., Cebu City, Cebu, Philippines
Abstract
The integration of technology in Technology and Livelihood Education (TLE) has become essential for enhancing students’ technical-vocational skills, fostering creativity and innovation, and promoting sustainable learning aligned with the United Nations Sustainable Development Goals (SDGs). This study aimed to determine the level of technology integration in TLE instruction, assess its effectiveness in developing 21st-century competencies, and examine the influence of teachers’ demographic profiles on their perceptions of technology-enhanced instruction toward SDG alignment. A descriptive-correlational research design was employed involving 40 TLE teachers, 100 students from various grade levels, and 2 Administrators. Data were collected using structured questionnaires covering teacher demographics, technology integration practices, resource availability, teacher competency, and perceptions of instructional effectiveness. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyze the level of integration and effectiveness, while ANOVA was applied to examine the relationship between teacher profiles and perceived effectiveness. The results revealed a high level of technology integration in TLE, particularly in enhancing critical thinking, collaboration, creativity, and practical skills, with an overall mean of 3.87. Technology-integrated instruction was also highly effective in promoting students’ technical-vocational competencies and environmental awareness (overall mean = 4.06). Significant differences in perceptions were observed based on teachers’ age and teaching experience, indicating that maturity and professional exposure influence technology adoption. The study highlights the importance of adequate hardware, software, internet connectivity, and technical support systems, as well as continuous professional development and administrative support, for successful technology integration. These findings provide actionable insights for curriculum designers, educators, and policymakers to strengthen technology-enhanced TLE instruction and ensure alignment with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure).
Keywords: Vocational Education, Technology Integration, TLE Instruction, SDG Alignment, 21st-Century Competencies, Technical-Vocational Skills, Teacher Competency, CTU-Main Campus, Cebu Philippines.
*Corresponding author/ Email: mirolansalazar6@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021040
Recommended citation:
Salazar, M. C. (2026). Integrating technology in TLE for SDG alignment: A framework for enhancing Tech-Voc skills and promoting sustainable development. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2257-2275. http://doi.org/10.69651/PIJHSS05021040
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