Innovating the Teaching–Learning Process through Pedagogical and ICT-Supported Practices in Technology and Livelihood Education at Hungduan National High School

Authors

  • Roy Lunag Tuwali-Ifugao Author

DOI:

https://doi.org/10.64358/sih.v2i1.74

Keywords:

Technology and Livelihood Education, pedagogy, ICT integration, teaching–learning process, qualitative case study, secondary education

Abstract

Technology and Livelihood Education (TLE) plays a crucial role in developing learners’ practical skills, employability, and readiness for the world of work. However, traditional instructional approaches often limit student engagement and fail to maximize the potential of digital tools in skills-based education. This study examined how pedagogical and ICT-supported practices innovated the teaching–learning process in TLE at Hungduan National High School, Ifugao. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with a TLE teacher who also serves as ICT coordinator, and document analysis of lesson plans and instructional materials. Thematic analysis revealed that learner-centered pedagogy, ICT-enabled demonstrations, blended instructional strategies, and contextualized skill-based tasks enhanced student engagement, participation, and learning continuity. Findings further indicate that the integration of ICT strengthened instructional efficiency, supported differentiated learning, and addressed contextual challenges in skills instruction. The study underscores the importance of pedagogical innovation and ICT integration in improving TLE teaching–learning processes and offers implications for teachers, school leaders, and curriculum planners in similar educational contexts.

 

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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