Authors : Paul John V. Gabay; Rizelle C. Amolo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/5t37529j

DOI : https://doi.org/10.38124/ijisrt/25jun372

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 explores Canva literacy among public elementary school teachers in Sto. Domingo, Nueva Ecija, focusing on proficiency, curriculum integration, attitudes, and its role in advancing digital literacy. Utilizing a quantitative descriptive approach, data from 100 teachers reveal high proficiency in using Canva to create engaging educational materials, with strong integration into teaching practices that enhance student engagement and accommodate diverse learning styles. Despite positive attitudes toward Canva’s user-friendly interface and time-saving features, technical barriers, notably internet connectivity, pose significant challenges. The findings align with the Department of Education’s (DepEd) digital literacy objectives, highlighting Canva’s potential as a transformative tool in modern pedagogy. Recommendations include embedding Canva in professional development, addressing infrastructure challenges, and implementing structured peer-training models. By proposing specific metrics for ongoing evaluation, this study offers a roadmap for sustainable Canva integration, contributing to a robust digital literacy framework for Philippine education.

Keywords : Canva literacy, Public Elementary School Teachers, Proficiency Curriculum, Integration, Attitudes, Digital Literacy Development, Technical Challenges, Training Programs, Innovative Teaching Strategies, Learning Outcomes, Department of Education (DepEd), Professional Development Programs and Digital Literacy Framework.

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