Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

House Bill NoJ 66

Introduced by: HON. VINCENZO RENATO LUIGI VILLAFUERTE

EXPLANATORY NOTE

Changing times call for an innovative step. With the transformation of our society from
a simple to a highly complicated and technological one with computers and other hi-tech
gadgets, it is just proper to equip oneself with the necessary arm to succeed. And what better
time than to start them in an early age.

In the earlier times, intelligence and emotional quotient (IQ and EQ) are already
sufficient for the holistic development of a child, however, we could no longer limit ourselves
to these factors given that children nowadays must develop a high TQ or what we now call
technological quotient.

Digital Literacy, Coding, and Al Readiness in basic and tertiary education are
increasingly critical in the modern world as it nearly touches every aspect of one’s lifestyle,
especially with one’s communication, education, and employment. Nowadays, individuals
heavily rely on technology with their respective transactions as we now settle financial
transactions through digital platforms for payments of utility bills, government services, tuition
fees, transportation, healthcare, insurance, and more. Our State is even lobbying the
institutionalization of E-government in the country to facilitate government processes for faster
delivery of services nationwide, as well as enhance citizen participation to ensure that all
individuals have equal and speedy access to these services for their utilization. Lastly, our
healthcare system is likewise transitioning to telemedicine for online consultations, mostly for
those living in remote areas.

However, advancement in technology also means the increasing rate of cybercrimes
such as online threats, scams, and online hacks with our online accounts, which requires
adequate knowledge in handling and addressing such issues through digital literacy and Al
readiness. In 2024, the Police Anti-Cybercrime Group reported that cybercrime rose by 21.84%
during the first quarter.

Therefore, the inclusion of digital literacy, coding, and Al readiness in basic and higher
education, as well as the establishment of regional future skills centers in all public and private


educational institutions nationwide is necessary for lifelong digital upskilling amongst
Filipinos.

In light of the foregoing, the immediate passage of this bill is earnestly sought.

ae

INCENZO nen fo LUIGI VILLAFUERTE

ict 2, Camarines Sur

HON.



Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

House Bill No. 166

Introduced by: HON. VINCENZO RENATO LUIGI VILLAFUERTE

AN ACT INSTITUTIONALIZING DIGITAL LITERACY, CODING, AND AI
READINESS IN BASIC AND HIGHER EDUCATION, ESTABLISHING REGIONAL
FUTURE SKILLS CENTERS, AND PROMOTING LIFELONG DIGITAL
UPSKILLING FOR ALL FILIPINOS

Section 1. This Act shall be known as the “National Digital SI
2025.”

and AI Readiness Act of

Section 2. It is the policy of the State to prepare every Filipino for the rapidly evolving digital
and Al-driven global economy. The State recognizes the need to equip the youth and workforce
with future-proof skills such as digital literacy, coding, data analytics, and artificial intelligence
to ensure inclusive development, employment generation, and technological competitiveness.

Section 3. The program shall have the following objectives:
a. Integrate digital skills and Al education across all levels of formal education;
b. Establish Regional Future Skills Centers to provide free training and certifications;
c. Facilitate public-private partnerships in upskilling programs;
d. Promote digital inclusion for marginalized sectors;
e. Foster ethical awareness and critical thinking in the use of Al technologies.

Section 4. Immediately upon the effectivity of this Act, the Department of Education (DepEd),
shall revise the existing educational curricula to achieve the following:
a. Integrate basic coding, digital literacy, and algorithmic thinking in the Grades 6 to
12 curriculum;
b. Provide modules on responsible AI use, digital safety, and ethics;
c. Ensure teachers receive upskilling and certification in digital teaching methods; and
d. Collaborate with local IT companies for curriculum development and real-world
relevance.

Section 5. The Commission on Higher Education (CHED) shall revise the existing educational
curricula in tertiary education by requiring all SUCs to offer at least one-Al related subject
across non-tech courses including, but not limited to Business, Education, and Agriculture as,
may be determined by the CHED.

Furthermore, CHED shall establish a ladderized “Digital Career Track” across fields within
SUCs, from certificate to degree programs to ensure the augmentation of this Act.


Section 6. The Technical Education and Skills Development Authority (TESDA), in
collaboration with the Department of Information and Communications Technology (DICT)
and the Commission on Higher Education (CHED) shall establish at least one (1) Future Skills
Center in every region to offer free training programs in digital coding, digital marketing, data
science, cloud computing, and Al tools, as well as government-subsidized certification
programs on global tech platforms including, but not limited to Google, Microsoft, OpenAl,
and Amazon Web Services (AWS).

The Future Skills Center shall likewise offer On-site and online learning options accessible to
all interested students, Overseas Filipino Workers, Senior Citizens, and Out-of-School Youth
to further improve their skills or simply acquire new skills or knowledge for whatever purpose
it may deem serve them.

Section 7. An acceleration fund on Youth Digital Work and AI Talent shall be created with the
objective of providing training scholarships and laptop subsidies for low-income youth and
support AI bootcamps, hackatons, and incubators across the country.

Section 8. The State recognizes the indispensable role of Local Government Units (LGUs) in
implementing this Act. Therefore, LGUs who launch youth digital work programs within their
respective jurisdictions, with the guidance of the implementing agencies mentioned herein,
shall be given incentives which shall be determined upon the effectivity of this Act.

Section 9. There is hereby created the National Council on AI and Digital Talent shall be
headed by the Secretary of DICT or its duly designated representative, and composed of a
representative of DepEd, CHED, TESDA, DTI, DOLE and other industry leaders. The council
shall administer the following:

a, Publish an annual AI and Tech Jobs Forecast Report;

b. Develop the National AI Literacy Framework; and

c. Ensure inclusive access to digital upskilling across rural and urban.

Section 10. Such amount as may be necessary to implement the provisions of this Act is hereby
included in the annual appropriations of DICT, DepEd, CHED, and TESDA under the General
Appropriations Act (GAA).

Section 11. The DICT, in coordination with relevant agencies, shall issue the necessary
Implementing Rules and Regulations within ninety (90) days after the effectivity of this Act.

Section 12. If any provision of this Act is declared invalid or unconstitutional, the other
provisions not affected by such declaration shall remain in full force and effect.

Section 13. All laws, executive orders, administrative orders, and rules and regulations
inconsistent with this Act are hereby repealed or amended accordingly.

Section 14. This Act shall take effect fifteen (15) days after its complete publication in the
Official Gazette or in two (2) newspapers of general circulation.

Approved,