Unveiling Teaching in the Digital Era: Insights into ICT Competency among College Teachers

Abstract

The rapid digital transformation of higher education has significantly reshaped teaching–learning practices, placing increased emphasis on (ICT) competency among college teachers. Effective integration of ICT is essential for enhancing teaching effectiveness, student engagement, assessment practices, and overall institutional quality. Despite widespread adoption of digital tools, variations in ICT competency persist due to demographic and professional factors such as age, gender, marital status, and research experience. The study aims to examine the level of ICT competency among college teachers and analyze differences in their perceptions across selected demographic variables. Using a descriptive research design, data were collected from 200 college teachers through a structured questionnaire covering key dimensions of ICT competency, including technical skills, pedagogical integration, and assessment and feedback. Simple random sampling strengthened the credibility and reliability of the study by providing an unbiased representation of the target population. Statistical techniques such as mean analysis, t-tests, and ANOVA were employed for data analysis.

The findings reveal that while teachers generally demonstrate moderate to high ICT competency, no significant differences were observed based on gender and marital status, whereas age and research experience showed notable variations. The study highlights the need for continuous professional development and institutional support to strengthen ICT competency among college teachers in the digital era.