Authors: Jemuel C. Mabagos,, Dr. Emerson G. Aliswag,, Dr. Elmer C. Perez, Dr. Hademar Joey M. Negosa, Dr. Jejomar D. Quiros, Bayani H. Salamanca
Abstract: This study examines faculty digital competence and institutional challenges affecting instructional competence in criminology education across campuses in Cabanatuan City. As higher education institutions increasingly integrate digital technologies into teaching and learning, criminology faculty members are expected to demonstrate proficiency in digital tools, online learning platforms, digital instructional materials, and technology-enhanced teaching strategies. However, differences in digital skills, access to technological resources, institutional support, internet connectivity, and professional development opportunities may influence the effective delivery of criminology instruction. The study aims to assess the level of faculty digital competence, identify the institutional challenges encountered in integrating digital technologies into instruction, and determine how these factors relate to instructional competence among criminology faculty members. It also seeks to examine the availability of technological infrastructure, technical assistance, and training programs that support digital teaching practices. A descriptive-correlational research design may be employed, using a structured survey questionnaire administered to criminology faculty members from selected higher education institutions in Cabanatuan City. Appropriate statistical tools may be used to analyze the respondents’ profiles, levels of digital competence, perceived institutional challenges, and instructional competence, as well as the relationships among the study variables. The findings are expected to provide a basis for developing recommendations and institutional strategies that strengthen faculty digital capabilities, improve technology-supported instructional practices, and enhance the quality of criminology education across campuses. Ultimately, the study may contribute to more effective, accessible, and responsive teaching and learning experiences in criminology programs.
DOI: https://doi.org/10.5281/zenodo.23617677
