Relations between teachers’ technology integration within ICAP modes with moderation effects: international perspective

Anđić B., Maričić M., Soeharto S., Mumcu F., Weinhandl R., Lavicza Z., ...More

Humanities and Social Sciences Communications, vol.12, no.1, 2025 (AHCI, SSCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 1
  • Publication Date: 2025
  • Doi Number: 10.1057/s41599-025-05960-z
  • Journal Name: Humanities and Social Sciences Communications
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Index Islamicus, Directory of Open Access Journals
  • Manisa Celal Bayar University Affiliated: Yes

Abstract

This international study used the Interactive-Constructive-Active-Passive (ICAP) framework to examine the relations between teachers’ integration of technology (TI) within different forms of learning/engaging modes. This study also explores how teacher age, experience, gender, and social background relate to these ICAP modes. Data were collected from 2978 teachers from seven European countries and analysed through Covariance-Based Structural Equation (CBSEM) using MPLUS 8 software. The main findings of this study show strong relations among passive, active, constructive, and interactive learning/engaging modes. A notable finding is that teaching experience and socio-economic context significantly influence these TI patterns, which indicate a pronounced shift from passive to active mode among novice teachers and that teachers in lower-ICT contexts face additional barriers. These and other results are discussed in this paper.