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Competence Among Technology And Livelihood Education Teachers In Relation To Student Attitude Towards Learning The Subject

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  • Kidapawan City National High School
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... Moreover, while digital education can enhance the efficiency and quality of educational delivery, critics argue that it risks commodifying education, prioritizing scalable online solutions over in-depth, personalized learning experiences [33]. The COVID-19 pandemic accelerated digital transformation, exposing both its potential and its limitations. ...
... However, the COVID-19 pandemic highlighted challenges in this area, especially for institutions with limited resources. To address these gaps, policies promoting continuous professional development in digital literacy are necessary, enabling educators to keep pace with rapid technological advancements [33]. Such initiatives are crucial in ensuring that both faculty and students are equipped with skills that go beyond basic digital use, preparing them to critically engage with the complexities of modern education. ...
... As [34] caution that rapid technological change can disproportionately impact students from low-income backgrounds who lack access to essential digital tools. Addressing these concerns necessitates policies that provide financial aid for digital resources, develop offline and low-bandwidth alternatives, and enforce data protection measures to safeguard student privacy [33]. Without these measures, digitalization risks reinforcing existing inequalities rather than alleviating them, highlighting the need for a critical and socially just approach to technological integration in higher education [40]. ...
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A major aim of the current study was to determine what classroom teachers perceived to be the greatest barriers affecting their capacity to deliver successful physical education (PE) programs. An additional aim was to examine the impact of these barriers on the type and quality of PE programs delivered. This study applied a mixed-mode design involving data source triangulation using semistructured interviews with classroom teachers (n = 31) and teacher-completed questionnaires (n = 189) from a random sample of 38 schools. Results identified the key factors inhibiting PE teachers, which were categorized as teacher-related or institutional. Interestingly, the five greatest barriers were defined as institutional or out of the teacher's control. The major adverse effects of these barriers were evident in reduced time spent teaching PE and delivering PE lessons of questionable quality.
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