Perceived Usefulness and Ease of Use of ICT as Predictors of Faculty Instructional Adaptability

In higher education, using information and communication technology (ICT) is now essential. Faculty need to adjust their teaching to fit technology-rich classrooms. This study looked at how faculty members’ views on the usefulness and ease of use of ICT affect their ability to adapt in teaching. The research used a quantitative descriptive-correlational design and regression analysis, collecting data from 37 faculty members at a private college in Iligan City through a survey. Data were analyzed using Mann–Whitney, Kruskal–Wallis, Spearman correlation, and multiple regression. Teachers reported very high levels of perceived usefulness, ease of use, and instructional adaptability. There were no major differences in adaptability based on sex, education, or job status. The results showed a weak but significant link between instructional adaptability and perceived usefulness, while perceived ease of use had a strong and significant link. Regression analysis found that effective resource management and teacher readiness and skills are strong predictors of educational outcomes. Overall, practical skills and confidence in using ICT, rather than just seeing its benefits, were most important for improving faculty adaptability and technology use.