Gender Mainstreaming in ICT Education: Exploring Teachers’ Competence in Selected Academic Institutions in Masbate, Philippines

Abstract

This study examines ICT competence among teachers in Masbate, focusing on gender disparities. It aims to explore how gender influences ICT skills, assess the impact of gender mainstreaming initiatives, identify barriers to ICT development, and propose recommendations to address gender gaps. Using a descriptive research design, the study analyzes ICT competence across six dimensions: information and data literacy, communication and collaboration, digital content creation, safety and security, problem-solving, and reflection. Data were collected via a 42-item survey and the Higher Education Gender Mainstreaming and Development Guidelines (HGDG) from 41 teachers in public and private academic institutions. Findings reveal that male teachers excel in advanced ICT skills, including complex searches and cloud-based storage management. In contrast, female teachers show strengths in foundational competencies, such as digital content creation and copyright compliance. Both genders perform well in basic ICT functions but exhibit disparities in advanced skills. Weighted mean calculations and thematic analysis highlight barriers to ICT development, such as limited access to resources and training. The study concludes that while gender mainstreaming efforts have improved ICT competence, further targeted training is necessary to close specific skill gaps. Professional development programs should prioritize advanced digital skills for female teachers while maintaining strengths across genders. These findings emphasize the importance of promoting gender equity in ICT competence and equipping educators with the skills needed to thrive in technology-driven educational environments. Recommendations include developing comprehensive, gender-sensitive training strategies to support teachers in adapting to the evolving demands of education.