International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Marijana Momčilović; Stefan Ninković

doi:10.23947/2334-8496-2024-12-2-407-417

Authors

Marijana Momčilović Faculty of Philosophy, University of Novi Sad, Serbia https://orcid.org/0000-0002-4908-7317
Stefan Ninković Faculty of Philosophy, University of Novi Sad, Serbia https://orcid.org/0000-0003-1943-3220

DOI:

https://doi.org/10.23947/2334-8496-2024-12-2-407-417

Keywords:

Information and Communication Technologies (ICT), teachers’ ICT self-efficacy, ICT infrastructure, ICT integration, teachers

Abstract

Information and Communication Technologies (ICT) have the potential to enhance teaching and learning and influence the development of students’ digital competencies. However, harnessing the potential of ICT in a way that contributes to positive student outcomes poses a challenge for many teachers. The question arises as to whether providing adequate ICT infrastructure in schools facilitates access and, therefore, the use of ICT in teaching. Additionally, it is significant to examine the role of teachers’ knowledge and beliefs in this context. Therefore, this study aimed to explore the relationship between teachers’ perception of ICT infrastructure in schools, ICT self-efficacy, and ICT integration. The study involved 590 teachers from primary and secondary schools in Serbia. By conducting multiple regression analysis, significant effects of teachers’ ICT self-efficacy and perception of available ICT equipment in schools on the use of ICT in teaching activities were obtained. ICT self-efficacy explains the criterion variable to a greater extent. The paper concludes with recommendations for future research and practice.

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