Modeling the Integration of Educational Technology in Vocational Colleges: Influencing Factors Among In-Service Teachers

Abstract

Incorporating technology into vocational education practices is crucial for advancing teaching and learning methodologies. This investigation aims to uncover innovative methods that influence the integration of technology by teaching professionals in vocational colleges, specifically targeting digital technology. The study involved 681 practicing teachers in Guangzhou, China, examining their views and techniques concerning the integration of digital technology.The study identified four pivotal elements significantly influencing the integration of digital technology by vocational educators: attitudes towards technology (ATT), self-efficacy in digital environments (SEDR), digital literacy (DL), and the application of technology (TU). To elucidate the profound effects of these factors and their interactions on digital technology integration (TI), Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. Attitudes, digital literacy, and technology application were pinpointed as intermediary variables facilitating the integration process.The findings of the study, which employed the PLS-SEM methodology, uncovered that each of the four essential factors shapes the digital technology implementation strategies of occupational teachers and are interconnected in their effects. This study offers a foundational model for understanding and enhancing the integration of educational technology among occupational teachers in vocational institutions.

Keywords:

Attitudes Towards Technology; Self-Efficacy in Digital Realms; Digital Literacy; Technology Utilization; Occupational Teachers at Vocational Colleges