NAVIGATING MORALS IN THE DIGITAL AGE: JOURNEYS OF TEACHERS IN TEACHING VALUES EDUCATION

Education

This study explored the lived experiences, challenges, coping mechanisms, and insights of Values Education teachers in the digital age in Pantukan District, Division of Davao de Oro. Using a phenomenological design, the research examined how teachers delivered values instruction in technology-driven classrooms and how digital exposure, online behavior, and social media influence shaped their teaching experiences. Through in-depth interviews with six purposively selected participants, the study found that teaching values in the digital age was both meaningful and challenging. Teachers encountered issues such as short attention spans, online distractions, cyberbullying, peer influence, misinformation, and the gap between knowing and living out values. Despite these difficulties, they adapted by using real-life examples, practical activities, digital tools, reflective discussions, and technology-integrated strategies to make lessons more relatable and engaging. The findings also showed that the participants developed patience, flexibility, empathy, resilience, and a deeper sense of purpose through their daily interaction with digital-native learners. They drew support from co-teachers, school leaders, parents, guidance services, and school programs that strengthened their effectiveness. Overall, the study showed that Values Education teachers play a vital role in guiding learners toward responsible, ethical, and thoughtful behavior in both online and offline spaces. It recommends continuous teacher training, stronger school support, and more responsive strategies for digital citizenship and values formation.

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