Trends and Challenges of Online Education Among Faculty Members in Selected State Universities and Colleges in Zamboanga City, Philippines

Abstract

Background: The shift to flexible and online learning became a necessity in Philippine higher education following the COVID-19 pandemic, yet there is limited evidence regarding the sustained implementation and challenges faced by faculty in the Zamboanga Peninsula region. Objective: This study determined the trends and challenges of online education among faculty members in terms of learning management systems, educational applications, instructional strategies, internet connectivity, gadget accessibility, and ICT literacy. Methods: Using a descriptive-quantitative research design, data were collected from 65 faculty members selected through purposive sampling from two State Universities and Colleges (SUCs). The validated survey instrument achieved Cronbach’s Alpha = 0.87, indicating high reliability. Data were analyzed using weighted mean, Mann-Whitney U test, and Kruskal-Wallis H test at a 95% confidence level. Results: Findings revealed that faculty applied online education trends (Overall Mean = 3.07). However, they faced moderate to high challenges (Overall Mean = 3.06), with ICT literacy being the most significant barrier (M = 3.27), followed by accessibility of gadgets (M = 3.06) and internet connectivity (M = 2.84). No significant differences were found in trends and challenges when grouped by school, age, educational qualification, or length of service (p > 0.05). Conclusion: While faculty adapted to online instruction, systemic infrastructure and competency gaps remain. The study recommends improved internet access, provision of learning devices, and continuous professional development programs to support sustainable digital education.