<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100323</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.67218</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; digital competence in utilizing educational software in accounting, business, and management strand]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competência digital dos professores na utilização de software educacional nas vertentes de contabilidade, negócios e gestão]]></article-title>
<article-title xml:lang="es"><![CDATA[Competencia digital de los docentes en el uso de software educativo en la rama de contabilidad, negocios y administración]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorado]]></surname>
<given-names><![CDATA[Vedelyn Bituin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Ruth Alvar Ortega-Dela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Talangan Integrated National High School Division of Laguna Department of Education]]></institution>
<addr-line><![CDATA[Nagcarlan Laguna]]></addr-line>
<country>Philippines</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of the Philippines Los Baños College of Public Affairs and Development Institute for Governance and Rural Development]]></institution>
<addr-line><![CDATA[College Laguna]]></addr-line>
<country>Philippines 4031</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Technological breakthroughs have caused significant changes in the field of accounting, business, and management (ABM); thus, demand congruence with teacher&#8217;s technology skills in handling ABM courses. This study used the descriptive-survey method of research using questionnaire as the main research tool in gathering data. The researcher utilized the combination of quantitative and qualitative research methods. The former was used to describe the characteristics of ABM teachers in terms of their socio-demographic profile and to discuss and assess their digital competence while the latter was applied to examine the strengths and weaknesses of the ABM educational software. A total of 138 ABM teachers participated in the study. Findings reveal that the level of teachers&#8217; digital competence is mostly high. Specifically, they are very much capable in using educational software that are needed in their everyday work but not on software needed to assist them in the teaching-learning process. Thus, this study has implications not only for ABM teachers who play a significant role in equipping the future workforce in the field of ABM. This study calls for continuous support from the Philippine Department of Education. This sector is responsible for providing trainings and assistance to teachers&#8217; digital competencies particularly in the utilization and proper integration of educational software to the various ABM subjects. Together with school leaders and administrators, they must provide opportunities for the teachers to receive hands-on trainings where tool kits and manuals will be provided. Such ongoing initiatives will lead to better and quality education where learners are equipped to dive into the digital world of ABM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Os avanços tecnológicos causaram mudanças significativas no campo da contabilidade, negócios e gestão (ABM); portanto, exige congruência com as habilidades tecnológicas do professor ao lidar com os cursos de ABM. Este estudo utilizou o método de pesquisa descritivo de pesquisa usando questionário como a principal ferramenta de pesquisa na coleta de dados. O pesquisador utilizou a combinação de métodos de pesquisa quantitativos e qualitativos. O primeiro foi usado para descrever as características dos professores ABM em termos de perfil sociodemográfico e para discutir e avaliar sua competência digital, enquanto o segundo foi aplicado para examinar os pontos fortes e fracos do software educacional ABM. Participaram do estudo 138 professores da ABM. Os resultados revelam que o nível de competência digital dos professores é geralmente alto. Especificamente, eles são muito capazes de usar software educacional que são necessários em seu trabalho diário, mas não em software necessário para auxiliá-los no processo de ensino-aprendizagem. Assim, este estudo tem implicações não apenas para os professores de ABM que desempenham um papel significativo no preparo da futura força de trabalho no campo da ABM. Este estudo exige apoio contínuo do Departamento de Educação das Filipinas. Este setor é responsável por fornecer treinamentos e assistência às competências digitais dos professores, principalmente na utilização e integração adequada de software educacional às várias disciplinas de ABM. Juntamente com os líderes e administradores escolares, eles devem oferecer oportunidades para que os professores recebam treinamentos práticos nos quais kits de ferramentas e manuais serão fornecidos. Essas iniciativas contínuas levarão a uma educação melhor e de qualidade, onde os alunos estarão preparados para mergulhar no mundo digital do ABM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Los avances tecnológicos han provocado cambios significativos en el campo de la contabilidad, los negocios y la gestión (ABM); por lo tanto, exija congruencia con las habilidades tecnológicas de los docentes en el manejo de los cursos de ABM. Este estudio utilizó el método de investigación descriptivo-encuesta utilizando el cuestionario como la principal herramienta de investigación en la recopilación de datos. El investigador utilizó la combinación de métodos de investigación cuantitativos y cualitativos. El primero se utilizó para describir las características de los docentes ABM en términos de su perfil sociodemográfico y para discutir y evaluar su competencia digital, mientras que el segundo se aplicó para examinar las fortalezas y debilidades del software educativo ABM. Un total de 138 profesores de ABM participaron en el estudio. Los resultados revelan que el nivel de competencia digital de los docentes es mayoritariamente alto. Específicamente, son muy capaces de usar el software educativo que necesitan en su trabajo diario, pero no el software necesario para ayudarlos en el proceso de enseñanza-aprendizaje. Por lo tanto, este estudio tiene implicaciones no solo para los docentes de ABM que juegan un papel importante en equipar a la futura fuerza laboral en el campo de ABM. Este estudio requiere el apoyo continuo del Departamento de Educación de Filipinas. Este sector es responsable de brindar capacitaciones y asistencia a las competencias digitales de los docentes, particularmente en la utilización e integración adecuada de software educativo a las diversas materias de ABM. Junto con los líderes y administradores escolares, deben brindar oportunidades para que los maestros reciban capacitaciones prácticas donde se proporcionarán juegos de herramientas y manuales. Tales iniciativas en curso conducirán a una educación mejor y de calidad donde los estudiantes estén equipados para sumergirse en el mundo digital de ABM.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[ABM]]></kwd>
<kwd lng="en"><![CDATA[digital competence]]></kwd>
<kwd lng="en"><![CDATA[educational software]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="pt"><![CDATA[ABM]]></kwd>
<kwd lng="pt"><![CDATA[competência digital]]></kwd>
<kwd lng="pt"><![CDATA[software educacional]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="es"><![CDATA[ABM]]></kwd>
<kwd lng="es"><![CDATA[competencia digital]]></kwd>
<kwd lng="es"><![CDATA[software educativo]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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