Digital Learning Policies and Library Governance: A Comparative Policy Analysis of CHED and DepEd Initiatives in the Philippines

Abstract

This study compares the digital learning and library governance policies of the Commission on Higher Education (CHED) and the Department of Education (DepEd) in the Philippines and evaluates their impact on academic and school library management with respect to access, resources, and staffing. A qualitative comparative policy analysis was conducted on CHED CMO No. 22, s. 2021; CHED CMO No. 4, s. 2020; DepEd Order No. 56, s. 2011; and DepEd Order No. 16, s. 2023, utilizing open, axial, and selective coding, and guided by Digital Divide Theory and an adapted Library-TPACK framework. The findings indicate a distinct vertical policy divide: CHED prioritizes advanced digital integration and credentialed leadership, whereas DepEd emphasizes foundational, equitable access for curriculum support. This misalignment necessitates that university library administrators address local gaps in student transitions. The scope of analysis is limited to official policy documents. The paper proposes an operational framework for library administrators to strengthen digital literacy, reallocate budgets toward digital infrastructure, and optimize workflows. The study demonstrates how national policies structurally influence library administration and human resource management across the Philippine educational sectors.