Digital Pedagogy and ICT Resources as Predictors of ICT Integration among Early Childhood Education Teachers
Asian Journal of Education and Social Studies · pp. 400–413 · Published 6 Jul 2026
10.9734/ajess/2026/v52i73181Abstract
Information and Communication Technology (ICT) integration remains an important concern in early childhood education, as teachers are increasingly expected to use digital tools in developmentally appropriate instruction. This study examined digital pedagogy and ICT resources as predictors of ICT integration among early childhood education teachers in the Santo Tomas East District, Division of Davao del Norte. A quantitative predictive-correlational research design was used. The respondents were 167 public school early childhood education teachers who were included through universal sampling. Data were collected using adapted survey instruments measuring digital pedagogy, ICT resources, and ICT integration. The ICT Integration questionnaire contained 50 items, the Digital Pedagogy questionnaire contained 10 items, and the ICT Resources questionnaire contained 20 items. The instruments showed high internal consistency, with Cronbach’s alpha values of 0.968, 0.966, and 0.919, respectively. Data were analysed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The results showed that digital pedagogy was rated very high, with a mean of 3.48, while ICT resources were also rated very high, with a mean of 3.34. ICT integration obtained a mean of 3.28, indicating a very high level among the respondents. Correlation analysis showed that digital pedagogy had a significant positive relationship with ICT integration (r = 0.635, p < 0.001), while ICT resources also had a significant positive relationship with ICT integration (r = 0.569, p < 0.001). Multiple regression analysis indicated that digital pedagogy and ICT resources significantly predicted ICT integration, explaining 50.0% of the variance in ICT integration. Digital pedagogy showed the stronger contribution to the model. The findings suggest that strengthening teachers’ digital pedagogy and improving access to ICT resources may support more effective ICT integration in early childhood education.
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