Unveiling the Divide: Teachers’ Voices on ICT Access and Usage Barriers in Schools

Edsyl Berongoy-Peñas1, & James L. Paglinawan, PhD2
1Angga-an Integrated School-Department of Education, Damulog, Philippines
2Professional Education Department, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81016

Abstract

This phenomenological study investigates the lived experiences of teachers regarding Information and Communication Technology (ICT) access and usage barriers in schools within the Philippine educational context. Through in-depth semi-structured interviews with seven teachers, this research employs thematic analysis to identify key challenges including limited infrastructure, inadequate training, poor internet connectivity, and insufficient technological resources. The findings reveal four main themes: Emotional Experiences and Challenges, Holistic Learning Experience, Psychophysiological Responses, and Active Learning Strategies. Despite facing significant barriers, teachers demonstrated remarkable resilience through adaptive coping mechanisms such as utilizing personal devices, implementing traditional backup methods, and fostering collaborative support networks. The study provides actionable recommendations for policymakers, school administrators, and educators to enhance ICT infrastructure, provide sustained professional development, and bridge the digital divide in Philippine schools. This research underscores the critical importance of including teacher voices in ICT policymaking to ensure effective technology integration that genuinely supports teaching and learning.

Keywords: ICT access barriers, teachers’ experiences, digital divide, phenomenological study, technology integration, educational technology, professional development.

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