Globally, computer technology is changing the way educators teach and students learn. Faculty must be computer literate, competent to use available technologies and to become innovative and receptive to change. This study aimed to know the levels of computer anxiety and self-efficacy, use of computer applications in instructions and levels of computer anxiety explained by computer self-efficacy, computer usage and selected characteristics. Findings show the total composite anxiety score of 29.36 which is interpreted as Low Technophobia, Generally, Relax or Comfortable. Among the identified schools, self –efficacy of 96.61 was obtained which was interpreted as very confident.  When the variables were grouped, a negative correlation (r =-.392) for computer self-efficacy and computer applications (r= -.22) were noted with the composite computer anxiety scores. These two variables had inverse linear relationships with computer anxiety but had a positive linear relationship with each other. The results revealed that groups’ having less self-efficacy have less enthusiasm to perform activities compared to groups having higher self-efficacy.  Other findings shown that there are number of teachers whose responses are “not available” and only few hands are utilizing the benefit of using computer applications in their profession. It is recommended that schools should be more open to teachers in using computers and to provide comprehensive training to enhance their literacy and skills in computer application. For this effort, educators could use higher technology and the possibility to develop new instructional methods and materials in their teaching.

The COVID-19 pandemic had a detrimental impact on the mental well-being of young individuals living in rural areas of the Philippines. A survey conducted online, involving 722 students from Isabela State University, Isabela aimed to assess their mental health. The survey gathered information on the students' characteristics, sources of stress, coping mechanisms, and mental health challenges related to the pandemic. Two diagnostic tools, the Patient Health Questionnaire-9, and the Gender Anxiety Disorder-7, were used to evaluate depression and anxiety levels. The results revealed that most 19-to 20-year-old students experienced mild depression and anxiety, with females being more affected than males. Financial constraints hindered access to mental health care, impacting academic performance. COVID-19 symptoms, a lack of counseling, and social isolation were additional stressors. Coping strategies included exercise, a healthy diet, and creative activities. These findings reveal the interconnectedness of isolation, economic challenges, educational setbacks, and mental health effects caused by COVID-19. To address these issues, it is crucial to improve counseling services, provide telehealth training, conduct seminars, implement interventions, offer academic support, and utilize mental health technologies. These measures can bridge the gap between students, parents, and educational institutions. Additionally, future studies should focus on developing tailored therapies for the most affected groups.