Journal Article

Modeling the Effects of Interrelations Among External Support and Internal Factors on Teachers’ ICT Integration Ability in Less Developed Areas of China

Xu, Shun, Zhao, Tiehao, Zheng, Zhongmei, Zhu, Sha

2025

Overview

The research exploring the cumulative impact of influencing factors on teachers’ ICT integration ability is lacking. Additionally, the mediating role of internal factors on the relationship between external support and teachers’ ICT integration ability has not been adequately addressed. This gap hinders the comprehensive enhancement of teachers’ ICT integration ability. This study administered a questionnaire survey involving 9,591 teachers from 238 primary and secondary schools across the Ningxia Hui Autonomous Region in China, and structural equation model was utilized to systematically examines the cumulative effects of external and internal factors on teachers’ ICT integration ability and the mediating role of internal factors on the relationship between external support and teachers’ ICT integration ability in less developed areas. The questionnaire consisted of scales measuring external support, professional development, internal motivation, positive attitude, and ICT integration ability. The results demonstrated that the positive impact of external support on teachers’ ICT integration ability can be significantly enhanced through the serial mediation effects of teachers’ professional development, intrinsic motivation, and a positive attitude towards ICT. Furthermore, it was established that teachers’ ICT integration ability can also be enhanced by providing ICT-related professional development when there is enough external support. These findings deepen the understanding of the effects of interrelations among external support and internal factors on teachers’ ICT integration ability in less developed areas, and could benefit the enhancement of teachers’ ICT integration ability. Practical implications for governments, schools, and teachers were also discussed. Plain language summary The Impact of External Support and Internal Factors on Teachers' ICT integration ability in China's Less Developed Regions This study fills a gap in research by looking at how different factors affect teachers’ ability to integrate ICT into their teaching. It specifically examines how external support, like training and resources, and internal factors, such as a teacher’s motivation and attitude, work together to influence ICT integration. The research was done in less developed areas of China, where teachers may face additional challenges in integrating technology into the classroom. The study collected data from over 9,500 teachers in primary and secondary schools in the Ningxia Hui Autonomous Region. It used a structured survey to measure different aspects like external support, professional development, internal motivation, attitude, and ICT integration ability. The findings show that external support has a greater impact on teachers’ ICT integration when it is supported by professional development, internal motivation, and a positive attitude towards technology. This means that giving teachers training, resources, and encouragement to use technology can be even more effective when they are also motivated to do so and have a positive view of its benefits. Additionally, providing ICT-related professional development can further enhance teachers’ ability to integrate technology, especially when they have access to external support. The results help to understand how a combination of external and internal factors can affect teachers' ICT integration skills in areas where resources may be limited. This information can be used to improve the way technology is integrated into teaching, benefiting both teachers and their students. The study also discusses how these findings could be applied in practical ways by governments, schools, and teachers to support the use of technology in education.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC,SAGE Publishing
• Subject: Ability / Attitudes / Classrooms / Communications technology / Developing countries / Educational technology / Elementary schools / Influence of Technology / Information technology / Intrinsic motivation / LDCs / Learning outcomes / Mediation / Motivation / Polls & surveys / Positive Attitudes / Professional attitudes / Professional Autonomy / Professional development / Professional training / Questionnaires / Regions / Resources / School desegregation / Secondary schools / Structural equation modeling / Student teacher relationship / Teacher attitudes / Teacher education / Teachers / Teaching / Technology / Technology Uses in Education / Telecommunications / Training