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

Jiawen Yu; Yidan Hu; Min Li; Baoyu Qiu; Xi Shen; Xianyan  Da

doi:10.21834/e-bpj.v9i30.6236

Authors

Jiawen Yu Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, 510540, China；Faculty of Education, Language, Psychology, and Music, SEGi University, Petaling Jaya, Selangor, 47810, Malaysia
Yidan Hu Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, 510540, China
Li Min Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, 510540, China
Baoyu Qiu Faculty of Social Science, University of Macau, Macau
Shen Xi Faculty of Foreign Languages, Guangzhou College of Applied Science and Technology, Guangzhou,511370, China
Xianyan Da Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, 510540, China

DOI:

https://doi.org/10.21834/e-bpj.v9i30.6236

Keywords:

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

Abstract

This investigation examined the integration of digital technology by 681 vocational teachers in Guangzhou, focusing on Attitudes Towards Technology, Self-Efficacy in Digital Realms, Digital Literacy, and Technology Utilization. Employing Partial Least Squares Structural EquationModeling, the study revealed how these key factors profoundly influence and enhance digital technology strategies among occupational teachers. It identified attitudes, digital literacy, and technology applications as crucial intermediaries facilitating integration, providing a foundational model for improving educational technology practices in vocational institutions.

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