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This study quantitatively explored the perceptions of 175 randomly selected public elementary school teachers regarding the essential role of Information and Communication Technologies (ICT) in sustaining and improving education during the challenging period of the COVID-19 pandemic and its long-term impact on pedagogical practices. The research was conducted in a major school district in the Division of Negros Occidental, Philippines (generalizing CALATRAVA), during the 2021-2022 school year. Specifically, it assessed teachers’ views on ICT integration across five key areas: subject delivery and learning, differentiation of instruction, collaboration, assessment and evaluation, and giving feedback, in addition to its perceived impact on teaching innovations and readiness for advanced technology. Data, collected via a validated survey, revealed that teachers overwhelmingly Strongly Agreed with the critical role of ICT, especially for Giving Feedback (WX=4.70) and Assessment and Evaluation (WX=4.50). In contrast, Differentiation of Instruction garnered the lowest consensus (WX=4.03, Interpreted as Agree). Furthermore, teachers perceived the integration of technology as having a Very High Impact on future education, particularly in advancing knowledge in a technology-rich learning environment. Conclusion: The findings affirm that ICT was crucial for maintaining educational continuity and is strongly embraced by educators as a transformative tool for the future. However, the lower rating for Differentiation of Instruction highlights an implementation gap. Recommendation: It is recommended that school divisions prioritize professional development programs focused on advanced pedagogical applications of ICT, specifically targeting the effective use of digital tools for highly differentiated and individualized instruction.