Authors : Wilbert O. Minola; Ferdinand Tamoria

Volume/Issue : Volume 11 - 2026, Issue 10 - October

Google Scholar : https://tinyurl.com/5be5f4tv

DOI : https://doi.org/10.38124/ijisrt/26Oct604

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Instructional practices and competencies of public school teachers in implementing Education 4.0 during the rollout of the MATATAG Curriculum in Zone III, Zambales. Grounded in Constructivist Learning Theory, the Technological Pedagogical Content Knowledge (TPACK) framework, and Humanistic Learning Theory, the research utilized a descriptive-correlational quantitative design involving 70 English teachers from both elementary and secondary schools. Results revealed that teachers were generally competent in digital literacy, pedagogical innovation, student engagement, and the use of technology for assessment. Instructional practices frequently aligned with learner-centered and collaborative strategies, real-world problem-solving, and digital platform use. However, challenges persisted in integrating advanced technologies such as AI and AR/VR, adapting instruction to diverse learners, and troubleshooting digital tools. Statistical analysis showed significant differences in competencies and practices when grouped by demographic factors and revealed a strong positive correlation between teacher competence and instructional implementation. The study concludes that while teachers are adapting to the demands of Education 4.0, there remain gaps in advanced technological proficiency and inclusive instructional design. To enhance the implementation of the MATATAG Curriculum and ensure quality delivery of Education 4.0, the study recommends targeted professional development on emerging digital tools and inclusive pedagogy, improved infrastructure and digital access in public schools, mentoring programs for collaborative innovation, integration of Education 4.0 principles in pre-service education, and policy support for sustained teacher capacity-building. These efforts are vital for cultivating a future-ready and globally competitive Philippine education system.

Keywords : Public School Teachers, Instructional Practices and Competencies, Education 4.0 and MATATAG Curriculum.

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