Roldan Bangalan, Benjamin Jularbal
ABSTRACT
Educators play a crucial role in ensuring student success, particularly in an era shaped by rapid digital transformation. The International Society for Technology in Education (ISTE) Standards for Educators provide a framework that defines the essential skills and pedagogical competencies required for effective teaching and professional growth in the digital age. This study assessed the digital-age teaching competencies of college instructors at St. Paul University Philippines based on the seven ISTE standards: Learner, Leader, Citizen, Collaborator, Designer, Facilitator, and Analyst. Employing a descriptive-quantitative research design, the study gathered data through a validated survey questionnaire and analyzed responses using descriptive statistics. Results indicated that participants demonstrated an advanced level of competency in the standards of Learner, Citizen, Designer, and Facilitator, reflecting their capability to engage in continuous professional learning, promote digital citizenship, design authentic learning experiences, and facilitate technology-supported instruction. On the other hand, an intermediate level of competency was noted in Leader, Collaborator, and Analyst, indicating areas for further enhancement in leadership, teamwork, and data-driven assessment practices. The findings highlight the importance of sustained professional development programs focusing on digital leadership, collaboration, and learning analytics. Strengthening these competencies can advance technology integration in higher education, enhance student engagement, and promote effective teaching practices aligned with 21st-century learning demands. Likewise, continuous professional development is vital to keep instructors relevant, effective, and empowered in the digital age.
Keywords: Teaching competencies, ISTE standards, digital age, professional development, instructional technology
https://doi.org/10.57180/ebty2173