Abstract:
This study explored the digital competence of Mathematics elementary school teachers in rural schools of Cuenca, Batangas, using the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) as a lens. Through a qualitative case study design, the research examined how teachers navigated limited resources while integrating digital competence into their teaching. Data were collected from ten participants through semi-structured interviews. Findings reveal that rural teachers’ digital competence is shaped by a continuous process of learning, often driven by personal motivation, peer support, and creative adaptation. Despite infrastructural challenges, many teachers demonstrate strong content knowledge and a willingness to grow technologically and pedagogically. The study underscores the importance of targeted training, sustained support from education authorities, and greater involvement from the community and government to bridge the digital divide. Practical and theoretical recommendations are offered to strengthen teacher capacity and expand the TPACK framework for resource-constrained settings.
