ABSTRACT
This study investigated the teachers’ practices and experiences regarding the implementation of digital pedagogy as bases for policy recommendation in the public high schools in the District of San Enrique Province of Iloilo for S.Y. 2024-2025.The results revealed that the common digital pedagogy practices implemented by English teachers are multi-media based presentations, collaborative and interactive digital activities and blended and offline compatible learning. Key findings indicate that teachers have rewarding and motivating experiences, persistent challenges in digital pedagogy implementation, and professional growth, adaptability and digital skill development. English teachers implement digital pedagogy by integrating technology throughout the teaching process, adapting through low-tech and offline strategies and using blended and flexible teaching modalities. Policy recommendations were drawn based on the findings of the study.
Keywords: digital pedagogy, practices, experiences, policy recommendation
INTRODUCTION
English is widely recognized as the world’s language for communication, education, and global exchange. For many students, being proficient in English opens doors to academic success, employment opportunities, and access to information that continues to grow every day. In countries like the Philippines, where English is used as a medium of instruction and as a professional requirement, teachers are challenged to respond to diverse learning needs while ensuring that students develop strong language skills. This has made it increasingly important for schools to adopt teaching approaches that take advantage of digital tools to make learning more engaging, meaningful, and accessible.
As education continues to evolve, the role of technology has become more central than ever before. Teachers no longer rely solely on chalkboards or printed materials. According to Nanjundaswamy (2021), digital pedagogy has reshaped traditional classroom practices and introduced new ways of teaching and learning that had better reflect the realities of today’s digital world.
In English language teaching, these changes are especially visible. Many teachers now use learning management systems, interactive quizzes, virtual classrooms, mobile applications, and multimedia materials to capture students’ interest and help them develop their communication skills. Trust and Whalen (2021) emphasize that these digital tools do not simply deliver content, they support collaboration, creativity, and deeper engagement.
However, despite these benefits, the shift to digital pedagogy has not been easy for everyone. Teachers continue to struggle with limited internet access, lack of devices, and insufficient ICT facilities, challenges that are particularly common in rural schools. Many educators also lack sustained training in digital teaching strategies, leaving them unsure of how to integrate technology in ways that truly enhance learning (Tondeur et al., 2021).
Bond et al. (2021) highlight that the sudden transition to online platforms exposed gaps in preparation and support, making many teachers feel overwhelmed and under-equipped. These realities underscore the need for policies that genuinely respond to the challenges teachers face. Policies must go beyond simply providing devices, they should support professional development, ensure equal access to technology, and promote best practices in digital instruction (Orlando & Attard, 2021).
This study explored teachers’ implementation of digital pedagogy, focusing on their challenges and the strategies they used to adapt and succeed. It was inspired by the researcher’s observations of teachers struggling with unstable internet, limited devices, and the demands of redesigning lessons for digital platforms, while also showing resilience, creativity, and commitment to sustaining learning. By examining these experiences, the study aimed to contribute to improving digital pedagogy in both policy and classroom practice and to support a more effective teaching environment for English teachers in the digital age.
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