The Bhutanese education system is founded on a philosophy of core cultural values. Integrating these values into Information and Communication Technology (ICT) education presents both a critical opportunity and a significant challenge in an increasingly digital world. This study explores how teachers in Bumthang District perceive and implement key Bhutanese values, Tha Damtsi (sacred commitments), Ley Jum Drey (karmic responsibility), and Driglam Namzha (discipline and etiquette) within ICT education. Using a convergent parallel mixed-methods design, survey data was collected from 30 teachers and conducted in-depth interviews with five. Thematic analysis of qualitative data and descriptive statistics of quantitative data revealed strong teacher support for value integration, which they believed enhanced learning and protected culture. However, actual implementation was weak, hindered by limited resources, time constraints, and difficulties in aligning values with technical content. A significant gap in professional development was identified, with teachers requesting structured training and localised resources. This study proposes an adapted TPACK model as a culturally sensitive framework for digital pedagogy. It emphasises the need for curriculum alignment and teacher capacity building. It also highlights the importance of promoting value-based digital citizenship in Bhutan.

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