Exploring the Digital Shift: Teachers Information Communication Technology (ICT) Innovations in Culinary Education and their Challenges

Abstract

The research aimed to explore Information and Communication Technology implementation within Technical-Vocational-Livelihood Culinary Education by examining teacher responses toward digital adaptation in their new learning environment. The research design followed a qualitative phenomenological approach to study ten (10) culinary educators at Tagum City National High School based on the Technology Acceptance Model (TAM) and Constructivist Learning Theory. Multiple in-depth interviews served as the data collection method, and the researchers analyzed information using the Colaizzi methodology. The research demonstrated that ICT delivers powerful benefits to accessibility to teaching methods and student engagement. Still, teachers confront obstacles from inadequate technological infrastructure, inadequate education opportunities, and reluctance toward educational shifts. Educators showcase their resilience by embracing self-learning opportunities, teaming up with others, and implementing creative approaches to their work. The research confirms the power of ICT in culinary education enhancement by recommending sustained professional development and institutional support to achieve maximum integration. The study delivers important recommendations that benefit TVL education through ICT enhancement for educators, administrators, and policymakers.