Teachers’ Digital Literacy, Innovative Practices, and Instructional Strategies

Ramelyn S. Espartero

doi:10.36948/ijfmr.2026.v08i01.66719

Teachers’ Digital Literacy, Innovative Practices, and Instructional Strategies

Author(s)	Ramelyn S. Espartero
Country	Philippines
Abstract	his study explored the levels of teachers’ digital literacy, innovative practices, and instructional strategies among elementary school teachers in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study sought to determine the extent of teachers’ digital literacy in terms of basic ICT skills, information management, and online communication; assess the level of innovative teaching practices; and identify the instructional strategies commonly applied in classroom instruction. It also aimed to establish the relationship between teachers’ digital literacy and their innovative and instructional practices. The respondents were 365 elementary school teachers selected through total enumeration. Data were collected using a researcher-developed questionnaire that underwent expert validation and reliability testing. Descriptive statistical tools such as frequency, percentage, mean, and standard deviation were used to determine the levels of the variables, while Pearson Product-Moment Correlation was applied to identify significant relationships at the 0.05 level of significance. The findings revealed that teachers exhibited a high level of digital literacy, a high extent of innovative practices, and effective instructional strategies. Moreover, significant positive relationships were found between teachers’ digital literacy and innovative practices, as well as between digital literacy and instructional strategies. These results suggest that teachers with stronger digital competencies are more inclined to adopt innovative approaches and implement effective instructional strategies in the teaching–learning process. The study concludes that strengthening teachers’ digital literacy is vital in fostering innovation and improving instructional delivery. It is therefore recommended that school administrators and policymakers enhance continuous professional development programs that focus on digital competence and innovative pedagogy to sustain quality education in the digital age.
Keywords	Digital Literacy, Innovative Practices, Instructional Strategies, Elementary Teachers, Teachers’ Competence
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.66719

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Teachers’ Digital Literacy, Innovative Practices, and Instructional Strategies

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