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Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

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  • Ran Peng

    (University Malaya)

  • Rafiza Abdul Razak

    (University Malaya)

  • Siti Hajar Halili

    (University Malaya)

Abstract

The integration of Information and Communication Technology (ICT) can significantly improve teaching and learning outcomes, but various factors determine the degree to which ICT is integrated into educational practices. This study used quantitative methodology to examine four key factors that impact in-service teachers’ ICT integration and how they interact with each other. Data was collected through snowball sampling from 685 in-service teachers in Henan Province, China. Using partial least squares structural equation modeling (PLS-SEM), the study analyzed four factors from the Technology Acceptance Model 3 (TAM 3) and the Will-Skill-Tool model (WST model): attitudes (AT), self-efficacy (SE), digital competence (DC), and digital tools utilization (DTU). The findings revealed that all four elements exerted a noteworthy influence on the integration of ICT by in-service instructors. Meanwhile, attitudes, digital competence, and digital tools utilization have a mediating effect in this research. Additionally, the study examined how gender, age, and teaching experience influence these factors and ICT integration. The findings revealed that females exhibit higher levels of positive attitudes and digital competence than males, while teachers aged 31–35 years have stronger digital abilities, digital tool use, and ICT integration compared to younger or older teachers. Furthermore, teachers with less than three years of teaching experience exhibit significantly stronger attitudes, self-efficacy, digital competence, and ICT integration than those with more than ten years of experience. The implication of the study provides valuable insights for designing effective ICT-based instruction and developing teacher education and educational technology programs aimed at promoting ICT integration in the classroom.

Suggested Citation

  • Ran Peng & Rafiza Abdul Razak & Siti Hajar Halili, 2023. "Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-01871-z
    DOI: 10.1057/s41599-023-01871-z
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    References listed on IDEAS

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    1. Samson Maekele Tsegay & Muhammad Azeem Ashraf & Shahnaz Perveen & Mulugeta Zemuy Zegergish, 2022. "Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University," Sustainability, MDPI, vol. 14(1), pages 1-13, January.
    2. Marija Lavrenova & Natalia Volodumurivna Lalak & Tetjana Ivanivna Molnar, 2020. "Preparation of Future Teachers for Use of ICT in Primary School," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1Sup1), pages 185-195, March.
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