Digital Literacy and Readiness among Primary Grade Teachers in the Implementation of Matatag Curriculum

Abstract

The implementation of the MATATAG Curriculum in the Philippines emphasizes the integration of 21st-century skills, including digital literacy, in primary education. However, many public schools still face challenges such as limited access to digital resources and varying levels of teacher preparedness. As teachers play a key role in curriculum implementation, their digital literacy and readiness are essential factors in ensuring effective teaching and learning in a technology-integrated educational environment. This study examines the role of primary grade teachers’ digital literacy in implementing the MATATAG Curriculum. It investigates their digital literacy level and its correlation with readiness for curriculum implementation. Using a descriptive correlational design, 150 randomly selected teachers responded to validated questionnaires measuring nine domains of Digital Literacy and five domains of Readiness. However, the study was limited to primary grade teachers only, which may affect the generalizability of the findings. Results showed teachers possess a high level of digital literacy, with Citizenship scoring highest. Likewise, readiness was also high, particularly in Self-efficacy, Attitudes, and Overall Readiness. Statistical analysis revealed no significant correlation between digital literacy and readiness, indicating that having strong digital literacy alone does not automatically influence teachers’ readiness. Moreover, the study highlights the importance of continuous development of teachers’ digital competencies to enable effective, innovative, and collaborative learning environments. The results emphasize the need for continuous training, workshops, and professional development programs that equip teachers confidently integrate digital tools into their teaching strategies and improve the overall quality of education.