Asian Journal of Education and Social Studies

In today’s rapidly evolving educational landscape, fostering active engagement among young learners remains a persistent challenge, especially in early childhood settings where sustained attention and meaningful interaction are crucial. Although many schools have access to digital tools, a gap still exists between availability and effective use in the classroom, which affects both teachers and students. This study explored the level of technology integration among early childhood educators and its relationship with student engagement across cognitive, emotional, and social domains in the Calinan District of Davao City, Philippines. Grounded in Fleming and Mills’ Learning Styles Theory, the research recognizes that learners process information differently and that technology-supported instruction can address these diverse needs. Using a descriptive correlational design, data were gathered from 100 early childhood teachers who actively use technology through a structured questionnaire assessing teachers’ confidence and frequency of technology use alongside students’ learning engagement. Results showed that teachers demonstrated very high confidence and consistent use of digital tools. Students’ engagement was also very high, with cognitive engagement rated the highest, followed closely by emotional and social engagement. A significant positive correlation was found between teachers’ technology integration and students’ learning engagement, highlighting how confident and frequent technology use enhances students’ focus, motivation, and participation. These findings emphasize the need for ongoing teacher training and resource support to maximize the benefits of technology in early education and recommend continued efforts to strengthen technology integration to ensure inclusive and quality learning for all.