Authors : Elbert D. Fronda

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/3vysr5eb

Scribd : https://tinyurl.com/26455spc

DOI : https://doi.org/10.38124/ijisrt/26jun199

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the lived experiences of elementary teachers encountering digital barriers in the Eastern Schools of Botolan, Zambales, Philippines. Using qualitative phenomenological research design, in-depth semi-structured interviews were conducted with fourteen public elementary teachers from selected Eastern schools. Thematic analysis revealed five major themes: (1) limited ICT resources and unstable internet connection (2) instructional challenges in technology-integrated teaching, (3) emotional stress in digital instruction, (4) teacher adaptability and resourcefulness, and (5) the need for institutional ICT support. Findings showed that despite technological limitations, teachers remained committed to deliver quality education through improvisation and collaboration. However, inadequate ICT facilities and limited technical assistance negatively affected instructional effectiveness. The study recommends improving ICT infrastructure, providing continuous digital capability training, and strengthening technical support systems geographically isolated areas.

Keywords : Digital Barriers, Teachers Lived Experiences, Instructional Challenges, Phenomenological Study, GIDA Schools.

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