Teaching in the Digital Age: Perspectives of Technical-Vocational Livelihood Senior High School Teachers
TL;DR
Three major themes emerged regarding teachers’ experiences: emphasizing learners’ autonomy and the application of skills, adopting a contextualized, practical approach to learning delivery, and integrating industry-based technologies.
Abstract
This phenomenological study explored the experiences, coping mechanisms, and educational management insights of Senior High School teachers who integrate technology into the delivery of Technical-Vocational Livelihood (TVL) education in the digital age. Using a qualitative approach, the study employed purposive sampling in selecting ten (10) Senior High School teachers assigned to teach the Technical -Vocational-Livelihood (TVL) strand in the Sta. Maria West District, Division of Davao Occidental. Three major themes emerged regarding teachers’ experiences: emphasizing learners’ autonomy and the application of skills, adopting a contextualized, practical approach to learning delivery, and integrating industry-based technologies. Coping mechanisms included engaging in peer mentoring and collaborative learning communities, accessing self-directed online learning, and fostering a resilient growth mindset. Meanwhile, educational management insights highlighted the importance of intensifying infrastructure support, strengthening teacher capacity building, and implementing effective monitoring and evaluation systems. The findings underscore the transformative potential of educational technology to enhance technical-vocational education when supported by adequate infrastructure, continuous professional development, and strategic leadership. This study offered a foundation for more inclusive, adaptive, and future-ready TVL education in the Philippines.