Investigating the factors affecting ict integration of in-service teachers in henan province, china: structural equation modeling

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. SIMILAR CONTENT BEING VIEWED BY

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INFORMATION AND COMMUNICATION TECHNOLOGY IMPLEMENTATION AND ACCEPTANCE IN CHINA’S EDUCATION SECTOR Article Open access 19 February 2024 INTRODUCTION The adoption of information and

communications technology (ICT) in the education sector has sparked concerns. It is deemed necessary to utilize ICT in education to transform the outdated educational system (LeTendre,

2022). Despite instructors’ proficiency and comfort with ICT, their active utilization of it remains limited and supplementary (Pham and Sampson, 2022). Scholars have shown considerable

interest in studying the impact of ICT on educational systems, especially in developing nations such as China (Li et al., 2022; Pokhrel and Chhetri, 2021; Tsegay et al., 2022). Some

researchers have investigated specific obstacles that impede teachers from implementing ICT in the classroom, while others have employed technology-adoption models to address potential

reasons behind teachers’ hesitance to incorporate ICT in their teaching practices (Dolighan and Owen, 2021; Ogalo et al., 2022). Recognizing the belief that enhancing ICT in schools will

have extensive pedagogical and educational benefits for educators and students alike, efforts have been made to upgrade the necessary technological infrastructure and ICT-based tools for

instruction and learning (Wang and Zhao, 2022). Nonetheless, there exists a risk of disillusionment with the promised advantages of integrating ICT in the classroom (Kumar et al., 2022).

Consequently, it is crucial to ascertain why and under what circumstances ICT integration proves to be an effective instructional tool. When implemented appropriately in educational

settings, the integration of ICT can serve as a valuable tool to support and enhance the learning process. The active involvement of teachers is fundamental to ensure the effective

integration of ICT in the classroom (Seufert et al., 2021). The use of ICT by teachers plays a significant role in students’ learning outcomes, as it not only enhances their motivation but

also enables them to utilize ICT more proficiently (Aidoo et al., 2022). Scholars have thus conducted investigations to identify the factors that either facilitate or hinder teachers’

incorporation of ICT into their teaching practices. Several factors associated with ICT use have been recognized, encompassing attitudes, self-efficacy, prior experience with ICT, and

competencies in ICT (Busse et al., 2022). Despite considerable efforts to support teachers in integrating ICT into their classroom practices by identifying these facilitating and inhibiting

factors, the existing literature indicates that teachers seldom utilize ICT (Cabero-Almenara et al., 2021). The implementation of information technology in education is fraught with numerous

challenges. Many teachers simply transfer their classroom teaching materials to online courses without considering personalized guidance, student engagement, and ultimately fail to achieve

effective teaching outcomes. These concerns revolve around finding ways to enhance the synergy between technology and education, including facilitating independent student learning,

improving teacher training, and successfully integrating online teaching models (Zhou et al., 2020). Despite the adoption of certain policies, only a limited number of teachers in China,

with varying levels of professional experience, have received sufficient training on effectively incorporating technology in their classrooms. Insufficient utilization of technology by

teachers can impede students’ development and hinder their progress (Ma et al., 2019). Existing research on perceived barriers to the integration of technology in teaching has shown limited

emphasis on the underlying influencing factors (Lai et al., 2022; Liao et al., 2022). Moreover, there is a dearth of studies that specifically investigate the utilization of ICT-based

education by instructors (Lukas and Yunus, 2021). Additionally, the majority of previous research has predominantly relied on a singular model of technology acceptability, with only a few

studies successfully integrating both models (Lu and Xie, 2022). Consequently, there is a pressing need to acquire a deeper comprehension of the factors that influence teachers’ adoption of

ICT. This understanding is essential for enhancing their capabilities and fostering effective teacher-student interaction with technology. The primary objective of this study is to

investigate two research questions. (1) What are the associations among attitudes, self-efficacy, digital competence, digital tools utilization, and ICT integration among in-service

teachers? (2) What association exists between the demographic characteristics of in-service teachers, such as age, gender, and teaching experience, and their impact on ICT integration?

LITERATURE REVIEW THEORETICAL FRAMEWORK The underlying theoretical foundations are derived from the Technology Acceptance Model 3 (TAM 3) and the Will-Skill-Tool model (WST model) in this

investigation. TAM 3 is a theoretical framework that delves into the factors and processes related to the acceptance and practical utilization of new technology among individuals from

diverse backgrounds (Venkatesh and Bala, 2008). On the other hand, the WST model encompasses three essential components—will, skill, and tool—that are indispensable for the successful

integration of digital technology into classroom practices (Christensen and Knezek, 2008). Both TAM 3 and the WST model explore the factors influencing the actual usage of technology in

real-world settings, although they adopt distinct approaches. While TAM 3 focuses on the cognitive aspects associated with the widespread adoption of new technologies, the WST model

concentrates on more intricate elements that impact the integration of ICT. The process of adoption presents formidable challenges, necessitating substantial exertion in the examination and

evaluation of its impact on educators. Consequently, it is imperative to employ these theories as a conceptual framework to foster a comprehensive and comprehensive comprehension of ICT

integration among teachers. This can be accomplished by monitoring pertinent characteristics, including attitudes, self-efficacy, digital competence, and digital tools utilization, in

conjunction with the TAM3 model and the WST model. The subsequent phase involves academic inquiry into how these characteristics exert influence on the adoption of ICT among instructors

currently in service. ATTITUDES Numerous research studies have presented evidence of a favorable influence of attitudes on the integration of ICT, emphasizing the significance of teachers

maintaining a positive stance when utilizing ICT efficiently and creatively (Bariu & Chun, 2022; Ursavaş et al., 2019; Verma et al., 2018). Multiple investigations have explored the

associations between teachers’ attitudes, their digital competency, and their digital tools utilization (Al-dheleai et al., 2019; Pozas and Letzel, 2021; Štemberger and Konrad, 2021).

Findings have revealed that teachers’ perspectives exert a substantial impact on their level of digital competence and the extent to which they utilize digital resources. Notably,

instructors possessing ICT skills demonstrated enthusiasm for integrating ICT into their teaching practices. Moreover, teachers’ attitudes regarding the adoption of digital technology in

education emerged as a pivotal predictor of their proficiency level. Teachers’ viewpoints concerning the integration of ICT into their instructional practices are shaped by various factors,

encompassing but not limited to age, gender, and teaching experience. Mannila et al. (2018) postulated a connection between a teacher’s age group and their attitude toward ICT integration in

the classroom, a trend observed across both male and female educators. Furthermore, Kalra (2018) discovered that novice teachers displayed a more optimistic perspective on the utilization

of ICT in teaching when compared to their more seasoned counterparts. However, several studies have found no discernible disparity in the use of ICT or attitudes among instructors based on

gender, age, or experience level (Semerci and Aydin, 2018; Ikwuka et al., 2020). Consequently, it is discernible that teachers’ attitudes wield a substantial influence on their digital

proficiency, enabling them to adeptly employ digital tools and incorporate ICT. Moreover, the variables of gender, age, and teaching experience within the educator cohort possess the

potential to exert discernible effects on the various facets associated with ICT integration. SELF-EFFICACY The preceding studies presented in this discourse provide substantiation for the

positive association between teachers’ self-efficacy and their attitudes toward ICT integration (Yada et al., 2022). However, it is worth noting that certain studies have also established

the absence of a relationship between teachers’ self-efficacy and their attitudes (Arhin et al., 2022; Coban and Atasoy, 2019). Data gleaned from multiple studies imply that teachers’

self-efficacy plays a role in shaping their digital competence when it comes to ICT integration (Hatlevik and Hatlevik, 2018; Peciuliauskiene et al., 2022). Nevertheless, it should be

acknowledged that Backfisch et al. (2021) discovered that digital competence does not exert an influence on self-efficacy. Limited research attention has been dedicated to examining the

nexus between self-efficacy and digital tools utilization during ICT integration. Alhassan (2017) affirmed the significant impact of teachers’ self-efficacy on digital tools utilization.

Furthermore, some studies have suggested that there is no discernible disparity concerning the influence of age, gender, teaching experience, and self-efficacy on ICT integration (Baroudi

and Shaya, 2022; Dolighan and Owen, 2021). Nevertheless, it is important to highlight that specific researchers have confirmed divergent results (Şen and Yildiz, 2022; Šabić et al., 2021).

DIGITAL COMPETENCE There is emerging evidence suggesting a significant association between digital competence and the integration of ICT. It is suggested that educators require further

development of their digital teaching skills (Dwiono et al., 2018; Fominykh et al., 2021; Méndez et al., 2022). Additionally, several studies have corroborated the impact of self-efficacy

and attitudes on digital competence. Teachers who perceive themselves as lacking self-efficacy or holding unfavorable attitudes often demonstrate reduced self-confidence, subsequently

affecting their digital competence and their ability to provide optimal learning opportunities for their students (Mannila et al., 2018; Ogodo et al., 2021). Limited research has been

conducted on the correlation between digital competence and gender and age. Lucas et al. (2021) discovered that females exhibit lower levels of digital competence compared to males, while

younger teachers demonstrate higher competence in utilizing digital technologies than their older counterparts. Conversely, Zhou et al. (2021) argued that gender and age have a minimal

impact on digital competence. DIGITAL TOOLS UTILIZATION ICT devices encompass a range of technological tools including computers, laptops, printers, scanners, software programs, data

projectors, and interactive teaching devices (Nuhu and Onojah, 2021). These tools form a repertoire of modern technologies that enhance the efficient transmission of information,

transforming people’s information retrieval capabilities and shaping their interpersonal engagements (Lavrenova et al., 2020). Numerous research investigations have provided empirical

evidence supporting the direct influence of digital tools on the integration of ICT among teachers (Al-Maroof and Salloum, 2020; Antonietti et al., 2022; Fearnley and Amora, 2020). The

incorporation of ICT has become an essential prerequisite for the advancement of educational initiatives and policies. By equipping teachers with comprehensive training, ICT resources enable

them to refine their digital competencies and enhance the teaching-learning process through dynamic and innovative approaches (Amhag et al., 2019). Consequently, the utilization of ICT

tools enhances the effectiveness of teaching and learning endeavors. Moreover, the exploration of how a teacher’s age, gender, or teaching experience influences their digital tools

utilization remains a relatively understudied area. To summarize, Fig. 1 illustrates the conceptual framework underpinning this study. METHODOLOGY RESEARCH DESIGN In this research, a

statistical technique called partial least squares structural equation modeling (PLS-SEM) is utilized to establish a framework that combines the third version of TAM3 and the WST model. The

aim is to forecast and clarify the various elements that impact the integration of ICT among teachers currently employed in the education sector. The proposed framework investigates the

correlation between ICT integration and four key variables under examination: attitudes (AT), self-efficacy (SE), digital competence (DC), and digital tools utilization (DTU). SAMPLING AND

DATA COLLECTION For this research, a group of teachers in Henan Province, China, was selected as the sample, as the study focused on examining the integration of ICT among educators in

developing countries. Henan Province, being a resource-rich Chinese province with a significant teacher population, was deemed representative of typical developing nations. The sampling

technique employed was snowball sampling, a probability-based approach. The researchers contacted 20 in-service teachers from various public schools in Henan Province, who were then

responsible for collecting data from a minimum of 40 other in-service instructors. The survey was conducted over four weeks, starting from December 2022, and concluding in January 2023. An

online platform was utilized to distribute 800 questionnaires, resulting in the collection of 720 valid responses. This sample size was considered sufficient to represent the overall

population, ensuring the study’s reliability (Hair et al., 2019). Participants who voluntarily provided informed consent also shared demographic details, such as gender, age, and teaching

experience. Strict measures were taken to uphold the confidentiality of the information provided, adhering to ethical standards set by the study. The sample encompasses all the valid

submissions received through the online platform. After eliminating outliers and missing data, the dataset was narrowed down to 685 usable responses. In terms of gender distribution, males

accounted for 30.7% of the participants, while females constituted 69.3%. The majority of instructors were below the age of 45, with only 14.2% being older. Among the participants, 62.5% had

less than three years of teaching experience, whereas a mere 2% had accumulated over 30 years of expertise (refer to Table 1). RESEARCH INSTRUMENT To collect the necessary data, a

questionnaire was employed to predict the factors that influence the integration of ICT among in-service teachers. The questionnaire consisted of multiple components, namely attitudes (AT),

self-efficacy (SE), digital competence (DC), digital tools utilization (DTU), and ICT integration (ICTI), all of which were integral to the proposed model. A 5-point Likert scale was

utilized to gauge the responses, ranging from “strongly disagree” to “strongly agree,” allowing for effective factor measurement. The questionnaire items were adapted and modified from

previous studies, ensuring their relevance and appropriateness. Furthermore, all constructs within the questionnaire demonstrated a commendable level of reliability, as evidenced by the

satisfactory Cronbach’s alpha value of 0.95 (refer to Table 2 for further details). RESULTS In this study, a resampling technique involving 5000 subsamples is utilized in conjunction with

the smart PLS 3.3.3 algorithm. PLS-SEM proves to be a suitable alternative to covariance-based structural equation modeling when there is limited prior knowledge about the relationships

within the structural model or the measurement of its components. The primary aim of employing the PLS method is to predict indicators by expanding the sets of components. If the objective

is to forecast essential target constructs or identify key constructs, PLS-SEM should be the preferred choice. Additionally, PLS-SEM is the optimal approach for research endeavors

characterized by exploration or an extension of an existing structural theory (Hair et al., 2019). MEASUREMENT MODEL When assessing a measurement model, the key criteria to consider are

reliability and validity. Table 3 presents the results of the reliability test, which was conducted to assess the consistency of the items within the constructs. To examine the convergent

validity and discriminant validity of the construct, the validity test was carried out, and the findings are displayed in Tables 4 and 5. Table 3 provides Cronbach’s alpha value for each

latent component, which serves as an indicator of its internal consistency. The results indicated that all latent constructs were deemed reliable as their Cronbach’s alpha values surpassed

the threshold of 0.6. Notably, values ranging between 0.7 and 0.8 are considered satisfactory, while those falling within the 0.7 to 0.9 range are deemed acceptable (Hair et al., 2019).

Additionally, all latent constructs exhibited loading values exceeding 0.7, which signifies that the number of items remained consistent from the beginning to the end for each construct.

According to the findings presented in Table 3, the AVE (Average Variance Extracted) values exceeded 0.5, as indicated by previous research, and the composite reliability surpassed 0.7 for

all constructs (Hair et al., 2019). Consequently, it was determined that the constructs exhibited convergent validity. To assess the discriminant validity of the measures, the Fornell and

Larcker approach, as well as the Heterotrait-Monotrait Ratio (HTMT) method, were employed (Hair et al., 2019). In this approach, the square root of the AVE of each latent construct was

compared to the correlations between different latent constructs. Notably, all diagonal values in Tables 4 and 5 were greater than the other correlation values, thus satisfying the

requirement for discriminant validity. STRUCTURAL MODEL The evaluation of the structural model comprises a series of five steps. The initial step involves testing for multicollinearity and

assessing the variance inflation factor (VIF) among all endogenous constructs. In the second step, the t-value and _p_-value are evaluated. The third stage entails examining the Coefficient

of Determination (R2), while the fourth step focuses on effect size (f2). Finally, the model’s prediction ability is assessed through the fifth step, which involves determining the Q2 value.

To begin with, there are no issues of multicollinearity, as all VIF values of predictors in the model are below 5, which is considered satisfactory for evaluating the model (Hair et al.,

2019). The researchers employed inner VIF scores since all factors within the model are reflective rather than formative. The findings of the inner VIF scores for the model’s predictors can

be seen in Table 6. Furthermore, in this study, the researchers utilized a bootstrapping sampling technique with 5000 iterations of a subsample to test the structural model. The R square,

effect sizes (f2), and Q square are presented in Table 7. In terms of the model’s predictive potential, the blindfolding technique was employed, revealing that the model exhibits predictive

power, as indicated by the Q2 values of all endogenous constructs exceeding 0, as displayed in Table 7. The findings of the path analysis are presented in Table 8 and Fig. 2. The results

reveal significant relationships between various factors among in-service teachers. First, attitudes of in-service teachers significantly influence their digital competence (AT->DC: β = 

0.503, _p_ < 0.01), digital tools utilization (AT->DTU: β = 0.326, _p_ < 0.01), and ICT integration (AT->ICTI: β = 0.296, _p_ < 0.01). Furthermore, attitudes indirectly impact

ICT integration through digital competence and digital tools utilization, with significant and positive effects (AT->DC->ICTI, AT->DTU->ICTI: _p_ < 0.01). Second, the

self-efficacy of in-service teachers significantly influences their attitudes (SE->AT: β = 0.535, _p_ < 0.01), digital competence (SE->DC: β = 0.200, _p_ < 0.01), digital tools

utilization (SE->DTU: β = 0.181, _p_ < 0.01), and ICT integration (SE->ICTI: β = 0.174, _p_ < 0.01). Additionally, self-efficacy indirectly influences ICT integration through

attitudes, digital competence, and digital tools utilization, with significant and positive effects (SE->AT->ICTI, SE->DC->ICTI, SE->DTU->ICTI: _p_ < 0.01). Moreover,

in-service teachers’ digital competence has a significant impact on their utilization of digital tools (DC->DTU: β = 0.266, _p_ < 0.01) and ICT integration (DC->ICTI: β = 0.223, _p_

 < 0.01). Furthermore, digital competence indirectly influences ICT integration through digital tools utilization, with a significant and positive effect (DC->DTU->ICTI: _p_ < 

0.01). Lastly, in-service teachers’ digital tools utilization significantly influences ICT integration (DTU->ICTI: β = 0.156, _p_ < 0.01). To assess the model’s in-sample predictive

capacity, the researchers conducted a test on the coefficient of determination (R2). In this evaluation, the R2 values for the endogenous constructs were examined, and they are categorized

as weak, moderate, or substantial when the R2 value reaches 0.25, 0.50, or 0.75, respectively (Hair et al., 2019). The results, as depicted in Table 7, indicate that attitudes exhibit

limited power in the model, while other variables demonstrate moderate power. Effect sizes (f2) were also considered, with values greater than 0.02, 0.15, and 0.35 indicating modest, medium,

and large effects, respectively. In Table 7, it can be observed that attitudes (f2 = 0.302) have a strong effect size on digital competence, while self-efficacy (f2 = 0.401) has a notable

effect size on attitudes. However, when creating f2 for ICT integration, all four predictors (attitudes, self-efficacy, digital competence, digital tools utilization) yielded small effect

sizes. In terms of the model’s predictive potential, the blindfolding technique indicated that the proposed model possesses predictive power, as the Q2 values for all endogenous constructs

surpass 0, as displayed in Table 7. DESCRIPTIVE FINDINGS The findings related to research question 2, which focuses on the impact of gender, age, and teaching experience on the ICT

integration of in-service teachers, are presented in Tables 9–11 and Figs. 3–5. To investigate whether there are statistically significant differences in instructors’ perspectives on ICT

usage based on their age and teaching experience, we employed a one-way ANOVA followed by the LSD (least significant difference) post-hoc test. For gender, as it is a binary category, no

post-hoc analysis was required. Before conducting the ANOVA, Levene’s test was utilized to assess the homogeneity of variance among the cases. The results of Levene’s test revealed that the

distribution is parametric, indicating that the assumption of normality holds. Regarding gender, the results indicate that there are no significant differences between teachers’

self-efficacy, digital tools utilization, and ICT integration based on their gender (_p_ > 0.05). However, there is a significant difference in attitudes and digital competence between

male and female in-service teachers (_p_ > 0.05). Females tend to have more positive attitudes and higher digital competence compared to males. In terms of age, the findings reveal that

there are no significant differences in attitudes and self-efficacy among teachers of different age groups (_p_ > 0.05). However, significant differences exist in digital competence,

digital tools utilization, and ICT integration based on age (_p_ < 0.05). In-service teachers aged 31–35 years exhibit significantly stronger digital abilities, utilize digital tools more

effectively, and integrate ICT better than those aged 20–30 years or older than 35 years. Regarding teaching experience, no significant difference was found in the utilization of digital

tools among in-service teachers (_p_ > 0.05). However, significant differences exist in attitudes, self-efficacy, digital competence, and ICT integration based on teaching experience.

Teachers with less than three years of experience demonstrate significantly stronger attitudes, self-efficacy, digital competence, and ICT integration compared to teachers with more than 10

years of experience. DISCUSSION Numerous scholars have conducted extensive research to address educational development challenges, specifically related to the integration of ICT in the

education sector. This particular study employed structural equation modeling (SEM) to analyze the factors influencing the integration of ICT among in-service teachers in China. The study

adopted a conceptual model that combined TAM3 and WST models to uncover the factors that impact the ICT integration of in-service teachers. Attitudes, self-efficacy, digital competence, and

digital tools utilization were identified as key factors to enhance the understanding of the determinants influencing in-service teachers’ integration of ICT. Moreover, the findings

indicated that the model employed in the study was suitable, as the measures of reliability, convergent validity, Cronbach’s alpha, and discriminant validity all yielded satisfactory

results. Consequently, all paths were validated, confirming the significant and positive connections between the variables. The objective of this research was to evaluate the attitudes,

self-efficacy, digital competence, and digital tools utilization among teachers currently in service. These factors are considered essential in improving productivity and efficiency in the

integration of ICT, addressing the first research question. The extent to which ICT is fully utilized or underutilized in developing countries cannot be definitively determined. Consistent

with the findings of Bariu and Chun (2022) Ursavaş et al. (2019), and Verma et al. (2018), this study reveals that teachers’ attitudes significantly and positively impact their digital

competence, usage of digital tools and ICT integration. The study suggests that teachers’ positive attitudes play a significant role in encouraging students to engage with ICT in the

classroom, thereby supporting effective teaching. To promote global development, educational institutions in developing nations should encourage teachers to use computers, fostering positive

attitudes toward ICT. Furthermore, attitudes demonstrate a critical influence on ICT integration, as evidenced by their higher coefficient value compared to the other three components. The

study’s findings also indicate that self-efficacy significantly influences the attitudes, digital competence, digital tools utilization, and ICT integration of teachers currently in service.

This suggests that teachers with low self-efficacy may perceive ICT as difficult to use or less useful in their context. These results align with similar studies conducted by

Peciuliauskiene et al. (2022) and Yada et al. (2022), which highlight that higher self-efficacy among teachers leads to better attitudes, digital competence, digital tools utilization, and

ICT integration. Additionally, the study reveals that teachers’ digital competence positively impacts their usage of digital tools and ICT integration. This finding is consistent with the

research conducted by Dwiono et al. (2018), Fominykh et al. (2021), and Méndez et al. (2022), which emphasize the need for teachers to enhance their digital skills in teaching. Teachers who

possess greater digital competence are more adept at utilizing digital tools and integrating information technology. Therefore, schools and policymakers need to develop reasonable policies

that encourage teachers to enhance their digital capabilities, actively engage in digital technology training, improve their attitudes and self-efficacy in using digital technology, and

foster the acquisition of digital skills to effectively apply ICT in the classroom teaching and enhance teaching quality. Furthermore, the results confirm that teachers’ digital tools

utilization has a positive and significant impact on ICT integration. Lavrenova et al. (2020) propose that the introduction of modern digital tools and the application of various network

programs and platforms have greatly improved the efficiency of ICT integration. Convenient digital tools serve as the fundamental guarantee for successful ICT teaching, and the robust

development of digital tools will further facilitate effective ICT teaching methods. This research model aims to investigate the variations in factors influencing the integration of ICT

among in-service teachers concerning gender, age, and teaching experience, as addressed in research question 2. The findings indicate that gender does not have a significant impact on

teachers’ self-efficacy, digital tools utilization, and ICT integration, which aligns with the studies conducted by Baroudi and Shaya (2022) and Dolighan and Owen (2021). However, there is a

notable difference between in-service teachers’ attitudes and digital competence based on gender. In contrast to the findings of Ikwuka et al. (2020) and Semerci and Aydin (2018), females

tend to display higher levels of positive attitudes and digital competence compared to males. As the teaching profession is predominantly occupied by women and with China’s commitment to

gender equality in education, it is plausible that women exhibit stronger attitudes and digital skills. Consequently, there is no significant disparity between men and women in terms of

self-efficacy, digital tools utilization, and ICT integration, as China strives for gender equity in education. The findings indicate that there is no noteworthy distinction between

teachers’ attitudes and self-efficacy based on their age. However, a significant difference exists in terms of in-service teachers’ digital competence, digital tools utilization, and ICT

integration, aligning with the conclusions drawn by Şen and Yildiz (2022) and Šabić et al. (2021). Specifically, teachers aged 31–35 years exhibit notably stronger digital skills, greater

digital tools utilization, and higher proficiency in integrating ICT compared to individuals aged 20–30 years or above 35 years. Consequently, teachers in the approximate age range of 30

years can be considered the key drivers of digital teaching. When providing training to enhance digital technology skills, it is crucial to prioritize the capacity building of both younger

and older teachers. The findings further revealed that while there is no notable distinction in the utilization of digital tools among in-service teachers, a significant difference exists in

terms of their attitudes, self-efficacy, digital competence, and ICT integration based on their teaching experience, corroborating the findings of Baroudi and Shaya (2022) and Kalra (2018).

Specifically, teachers with less than three years of teaching experience demonstrate significantly stronger attitudes, self-efficacy, digital competence, and ICT integration compared to

those with more than 10 years of experience. It appears that teachers with greater experience may exhibit a decline in their utilization of ICT, potentially due to complacency or a reduced

drive to adopt new technologies. Conversely, teachers with less experience, who may be in the early stages of their careers, exhibit a stronger inclination to work and learn, resulting in

more efficient cultivation of their digital skills and applications. CONCLUSION This research introduces an innovative framework that merges the TAM3 and WST models, incorporating elements

of ICT integration that impact in-service teachers. Additionally, our model supports a portion of existing research that explores the factors affecting TAM3 and WST models. The objective was

to develop a robust framework within a contemporary context, emphasizing the factors that influence the adoption of ICT by in-service teachers in educational institutions, which are

recognized as vital contributors to the educational system. The findings of this study illustrate the interconnected relationship between teachers’ attitudes, self-efficacy, digital

competencies, and digital tools utilization, all of which have an impact on their integration of ICT. Based on our results, in-service teachers can enhance their effectiveness by optimizing

ICT content, collaboration strategies, and communication methods. Teachers recognize that fostering positive attitudes and self-efficacy, developing strong digital skills, and actively

employing digital tools are essential for successful ICT integration. Therefore, educational institutions should implement diverse approaches such as seminars, training programs, and other

methods to enhance these influential factors and promote the effective use of ICT in teaching. While this study provides innovative insights into the theoretical and practical aspects

impacting the ICT integration of in-service teachers, it is essential to acknowledge its limitations. Primarily, the generalizability of the findings is limited due to the exclusive focus on

data from China. Therefore, it is recommended that future research includes data from teachers in diverse countries to ensure broader applicability. Additionally, this study only examined

four influencing factors, and the quantitative analysis of these factors had certain limitations. Subsequent studies could address this gap by conducting a comparative analysis of the

factors influencing ICT integration among in-service teachers in different countries. DATA AVAILABILITY The datasets generated during and/or analyzed during the current study are available

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control as an example. SSRN Electron J 4(2):501–519 Google Scholar  Download references AUTHOR INFORMATION AUTHORS AND AFFILIATIONS * Department of Curriculum & Instructional Technology,

Faculty of Education, University Malaya, Kuala Lumpur, Malaysia Ran Peng, Rafiza Abdul Razak & Siti Hajar Halili Authors * Ran Peng View author publications You can also search for this

author inPubMed Google Scholar * Rafiza Abdul Razak View author publications You can also search for this author inPubMed Google Scholar * Siti Hajar Halili View author publications You can

also search for this author inPubMed Google Scholar CONTRIBUTIONS RP: writing—original draft preparation; RAR: writing—review and editing; SHH: supervision. CORRESPONDING AUTHOR

Correspondence to Rafiza Abdul Razak. ETHICS DECLARATIONS COMPETING INTERESTS The authors declare no competing interests. ETHICAL APPROVAL Approval was obtained from the Committee of Ethics

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R.A. & Halili, S.H. Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling. _Humanit Soc Sci Commun_ 10, 380

(2023). https://doi.org/10.1057/s41599-023-01871-z Download citation * Received: 05 February 2023 * Accepted: 16 June 2023 * Published: 06 July 2023 * DOI:

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