Digital forensic capacity and practices of HEIS and PNP in CALABARZON

This study assessed the delivery of digital forensic capability of higher education institutions (HEIs) offering criminology programs and examined its alignment with the actual digital forensic practices in the law enforcement agencies. Specifically, the study evaluated academe policy, human resource, and infrastructure capacity, including the implementation of digital forensic activities vis-a-vi the technical, investigative, legal and ethical, analytical, and operational practices of law enforcers engaged in cybercrime investigation. The study further determined whether significant differences existed in digital forensic capacity and practices when grouped according to institutional profile and demographic variables. The study utilized a descriptive-correlational research design employing quantitative methods of analysis. Data were gathered from 22 academicians from higher education institutions and 20 law enforcement personnel involved in digital forensic and cybercrime investigation functions. Frequency distribution, weighted mean, standard deviation, independent samples t-test, and one-way analysis of variance were used to analyze the data. Findings revealed that higher education institutions demonstrated a moderate level of readiness in digital forensics education in terms of policy, human resource capacity, infrastructure capacity, and implementation of digital forensic activities. Results further showed limitations in faculty exposure, advanced forensic training, updated forensic tools, and specialized laboratory facilities. In contrast, law enforcement agencies exhibited consistently high levels of digital forensic practices across technical, investigative, legal and ethical, analytical, and operational domains, with mean scores ranging from 3.53 to 3.74. Comparative analysis revealed no significant differences in digital forensic capacity among HEIs when grouped according to institutional type and accreditation level, as well as no significant differences in law enforcement practices according to age, years of experience, and educational background, except in legal and ethical practice according to years of experience. Moreover, no significant relationship was found between academe digital forensic capacities and law enforcement digital forensic practices. This finding highlights the need for stronger collaboration and alignment between criminology education and actual field requirements. Based on the findings, a proposed capability and practice-aligned outcome-based syllabus designed to strengthen the alignment between criminology education and actual digital forensic investigation practices. The study recommends stronger academe-law enforcement collaboration, faculty capability development, infrastructure enhancement, competency-based instruction, and continuous professional training to improve digital forensic education and practice.