03233    a2200193   450000500170000008200260001710000250004324501900006826400550025830000280031350400410034152024440038252600110282665000480283765000270288594200110291299900170292395200990294020260714101518.0  aTH 378.242 P1877 20261 aPanaguiton, Roger O.  aTeacher's information and communications technology competence and integration in teacher education curriculum: implications for professional development program / cRoger O. Panaguiton 1aSibalom, Antique : bUniversity of Antique, c2026  axv, 156 pages ; c28 cm  aIncludes bibliographical references.  aAbstract

Teachers' ICT competence and the integration of ICT in the curriculum are two sides of the same coin, each reinforcing and enhancing the effectiveness of the other. This study explored the relationship between teachers' ICT competence and its integration in the teacher education curriculum, with implications for professional development. It is conducted in a public higher education institution during the academic year 2025-2026, involving 60 actively teaching teacher educators. Data were collected via a validated survey on demographics, ICT competence, and curriculum integration, and analyzed using descriptive statistics and non-parametric tests (Kruskal- Wallis H, Bonferroni, Mann-Whitney U, Spearman's rho) in SPSS 26.0 at a 0.05 significance level

The study found that teachers exhibit high ICT competence across all demographics, with very high ratings in technical and digital communication skills, and slightly lower but still high scores in technology leadership and cybersecurity. ICT integration in the teacher education curriculum is also high, especially in student-centered learning and digital proficiency. No significant differences were observed in ICT competence or curriculum integration across age, sex, education experience, or ICT training, except for a marginal difference in digita proficiency between young and middle-aged teachers. Pedagogical use, ethical use, and technology leadership were significantly associated with curriculum integration, while collaborative development showed no significant link. Overall, teachers demonstrate strong ICT competence and ICT is meaningfully embedded in the curriculum, with pedagogical use, ethical use, and technology leadership driving effective integration.

Teacher educators are well-equipped with high ICT competence and ICT is effectively integrated into the teacher education curriculum with pedagogical use, ethical use, and technology leadership serving as the primary contributors to successful integration. Professional development programs should prioritize enhancing pedagogical ICT use, ethical digital practices, and technology leadership to further strengthen curriculum integration and sustain high student-centered and digitally enriched learning environments.

Keywords: Teachers' ICT competence, ICT integration in teacher education curriculum, Pedagogical and ethical use, Professional development program, Technological leadership  aTHbGS  aHigher EducationvTheses and dissertations   aEducational technology  2ddccD  c41610d41610  00102ddc4070aSBbSBd2026-07-08l0o378.242 P1877 2026pTH 2402r2026-07-08w2026-07-08yD