Bridging the digital divide in physical education for 2026 EdTech Trends: Faculty readiness, barriers, and training priorities
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examined the digital literacy competencies, challenges, and training needs of Physical Education (PE) faculty at De La Salle–College of Saint Benilde (DLS-CSB) in the context of emerging educational technologies. A mixed-methods approach was employed, involving surveys completed by twenty-eight faculty members and thematic analysis of open-ended responses. Quantitative data revealed high self-assessed competence in foundational digital skills, such as accessing credible resources and integrating media into instruction. However, confidence declined in advanced areas like using digital tools for assessment, applying AI-enhanced platforms, and designing gamified learning experiences. Statistical analysis using the Mann-Whitney U and Kruskal-Wallis tests showed no significant differences in digital literacy perceptions across gender and age groups, indicating a uniform level of digital readiness. Qualitative findings highlighted the need for hands-on training workshops, improved infrastructure, and greater exposure to emerging technologies such as video analysis and AI tools. Challenges identified included limited device access, unstable internet connectivity, and difficulties aligning technology with PE’s physically active learning model. Despite innovative uses of platforms like YouTube, Canva, and LMS tools, there was low awareness of institutional support programs such as the DOST SETUP Initiative. The study underscores the importance of equity-driven professional development and infrastructure support to enhance the effective integration of digital tools in PE instruction, aligning with future-focused education trends in 2026 and beyond.
Author: Gonzales Rizzenellie P.
Institution: De La Salle-College of Saint Benilde
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W4410869089