International Research Journal of Education and Technology

This study examined the alignment between theoretical knowledge and practical skills in Information and Communication Technology (ICT) among Grade 11 students of PHINMA Araullo University for the academic year 2024–2025. Using a descriptive-correlational design and total enumeration sampling, data were collected from 500 students through a validated questionnaire assessing competencies in information literacy and technical ICT skills across domains such as information access, software use, cybersecurity, communication, multimedia creation, and hardware integration. The findings showed students were “Literate” in information literacy and “Proficient” in technical skills, with strengths in accessing academic resources and multimedia creation, but with gaps in cybersecurity, advanced software use, and hardware troubleshooting. Significant correlations were found between ICT competencies and demographic factors like age, sex, academic strand, socioeconomic status, and previous school type. A strong relationship between information literacy and technical ICT skills was also identified. The study concluded that targeted interventions and curriculum improvements are essential to bridge the theory-practice gap and enhance students’ digital readiness for academic and professional success.

Key Words:  theory-skill alignment, ICT competencies, information literacy, technical skills, cybersecurity, curriculum development