RESEARCH

ABSTRACT

To advance and innovate the 21st-century classroom, a strong determination is required to provide instructors with the opportunity to learn and implement innovative pedagogical practices and digital resources that enhance students' learning experiences. This study intends to assess the master teachers' digital competence based on the DigCompEdu framework of the European Union, which sets international best practices (Redecker, 2017).  Twenty master teachers from the AROMAR District of Caloocan City, representing 100% of the total, took part in this quantitative study. The study used a questionnaire that was directly taken from the SELFIE for Teachers of the European Framework for Digital Competence of Educators (European Commission, 2017; Redecker, 2017; European Commission, 2022). The study utilized basic statistics, including mean and percentage, to assess the digital competency of respondents and establish the foundation for an appropriate digital training program for secondary master teachers in public schools. The results showed that most respondents were categorized as "explorers," leading to a notable outcome and a strong need for improving their digital skills (Redecker, 2017; European Commission, 2022).

KEYWORDS

Teachers' Digital Competence, Innovative Pedagogies, Digital Training Program, Digital Advancement, Digital Resources

CITATION

Valeda, M. S., & Padama, E. L. (2025). THE PHILIPPINE SECONDARY PUBLIC-SCHOOL TEACHERS DIGITAL COMPETENCE BASED ON THE EUROPEAN FRAMEWORK: A PROPOSED TRAINING PROGRAM. GET INTERNATIONAL RESEARCH JOURNAL, 3(3), 1–17. https://doi.org/10.5281/zenodo.17005303
https://doi.org/10.5281/zenodo.17005303