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

This study used quantitative methodology to examine four key factors impacting in-service teachers' ICT integration in Henan Province, China: attitudes, self-efficacy, digital competence, and digital tools utilization. Using PLS-SEM, the study found all four factors significantly influenced ICT integration, with attitudes, digital competence, and digital tools utilization mediating the effects. Gender, age, and teaching experience also influenced these factors and ICT integration. Females showed more positive attitudes and digital competence, while teachers aged 31-35 had stronger digital skills and ICT integration. Teachers with less than three years of experience demonstrated stronger attitudes, self-efficacy, digital competence, and ICT integration than those with more than ten years.

Ran Peng, Rafiza Abdul Razak, Siti Hajar Halili