Digital Technology Utilization at Lataban National High School: Digitization Model
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.8Keywords:
Artificial Intelligence in Education, Digital Competence, Digital Literacy, Digital Technology Utilization, Digital Tool Utilization, Digitization Model, Educational TechnologyAbstract
This study assessed the digital technology utilization of junior high school students at Lataban National High School, Liloan, Cebu, during School Year 2025–2026 as the basis for developing a Digitization Model. Anchored in constructivist, connectivist, academic learning, and literacy-development perspectives, the study employed a descriptive-correlational research design involving 75 Grade 9 and Grade 10 students selected through total enumeration. Data were gathered using an adapted questionnaire and analyzed through frequencies, percentages, weighted means, standard deviations, and Pearson product-moment correlation. Findings revealed that respondents demonstrated very high technological skills (M = 4.24) and high levels of personal security, critical thinking, device security, informational, and communication skills. Digital tool utilization was high in online collaboration (M = 4.12), artificial intelligence in education (M = 3.96), electronic boards for learning (M = 3.42), and excessive technology use (M = 3.82). Internet resources (M = 3.50) and open-source AI tools (M = 3.42) showed high availability, while AI subscriptions (M = 3.19) and laptops (M = 3.29) demonstrated moderate availability. A significant positive relationship was established between digital technology utilization skills and digital tool utilization (r = 0.62, p < 0.05), resulting in the rejection of the null hypothesis. The study recommended strengthening digital competencies, improving technological resources, promoting responsible AI utilization, and progressively implementing the proposed Digitization Model. The research supports Sustainable Development Goal (SDG) 4 on Quality Education, SDG 9 on Industry, Innovation and Infrastructure, and SDG 10 on Reduced Inequalities. Its sustainability implications involve promoting equitable digital learning opportunities, responsible technology utilization, and evidence-based institutional improvements toward inclusive and sustainable educational digitalization.
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