Advanced International Journal for Research

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Digital Readiness, Learning Engagement, and Academic Resilience among Elementary, Secondary, and Tertiary Learners: a Cross-level Study in Bohol and Cebu

Author(s) Ms. JENNIFHER KEITH M SOBIONO, Ms. JOY MARIE S GAMBOT, Mr. HARDY R ABELLA
Country Philippines
Abstract This study examined the levels of digital readiness, learning engagement, and academic resilience among elementary, secondary, and tertiary learners in Bohol and Cebu during the Academic Year 2025–2026. Specifically, it aimed to determine the learners’ level of digital readiness in terms of technical competence and digital literacy, access to digital infrastructure, online learning self-efficacy, and adaptability to digital learning environments; assess their level of learning engagement across behavioral, emotional, and cognitive domains; and evaluate their level of academic resilience in terms of persistence, coping strategies, self-confidence, and recovery from academic setbacks. Furthermore, the study investigated the significant relationships among the three variables and examined differences when learners were grouped according to educational level and geographical location. The study also served as the basis for the development of a Cross-Level Digital Resilience Enhancement Framework.

A comparative-correlational research design was employed using a quantitative approach. Data were gathered from 120 respondents selected through stratified sampling, consisting of 40 elementary learners from Magkaya Elementary School, 40 secondary learners from Panghagban High School in Bohol, and 40 tertiary learners from the University of Cebu Lapu-Lapu and Mandaue. A validated survey questionnaire was used as the primary data-gathering instrument. Statistical tools such as frequency, percentage, weighted mean, Pearson product-moment correlation, and Analysis of Variance (ANOVA) were utilized to analyze the data. The findings revealed that learners demonstrated generally high levels of digital readiness (overall mean = 4.03), learning engagement (overall mean = 4.05), and academic resilience (overall mean = 4.10), all interpreted as “Agree.” Among the dimensions, technical competence and digital literacy obtained the highest rating, while adaptability and coping with academic challenges reflected relatively lower but still favorable levels.

The results further indicated significant positive relationships between digital readiness and learning engagement (r = 0.68, p < 0.05), digital readiness and academic resilience (r = 0.65, p < 0.05), and learning engagement and academic resilience (r = 0.72, p < 0.05), suggesting that learners who are digitally prepared tend to be more engaged and resilient in their academic tasks. In terms of group differences, significant variations were found in digital readiness and academic resilience across educational levels, while learning engagement showed no significant difference. Additionally, geographical location significantly influenced digital readiness and learning engagement but did not significantly affect academic resilience. These findings imply that digital preparedness plays a crucial role in enhancing both engagement and resilience, although contextual and developmental factors also contribute to variations.

Based on the results, the study concludes that digital readiness is a key predictor of learning engagement and academic resilience in technology-mediated learning environments. It highlights the need for targeted interventions that strengthen digital skills, improve access to infrastructure, and enhance learners’ adaptability, motivation, and coping strategies. The proposed Cross-Level Digital Resilience Enhancement Framework provides a structured approach for improving digital learning outcomes across different educational levels and contexts. The study contributes to the advancement of sustainable and inclusive digital education aligned with contemporary educational demands.
Keywords Digital Readiness, Learning Engagement, Academic Resilience, Digital Literacy, Online Learning Self-Efficacy, Educational Technology, Cross-Level Study, Philippines
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2026
Published On 2026-08-22
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