Explaining preservice teachers' intention and behavior to use technology‐enabled learning in China: A multi‐group analysis across experiences

Abstract This study examines the development of preservice teachers' intention and behavior to use of Technology‐Enabled Learning (TEL) within the Theory of Planned Behavior (TPB) framework. Despite growing interest, the effective integration of TEL among preservice teachers remains a challenge. Engaging 1023 participants ‐ senior undergraduates with practical TEL experience in real classroom settings ‐ the study employed structural equation modeling (SEM) to analyze the relationships between key factors ‐ experience, subjective norms, attitudes, and perceived behavioral control ‐ and their influence on the intention and behavior to use of TEL. The findings revealed that behavioral intention did not significantly influence the actual use of TEL, whereas perceived behavioral control acted both as a determinant of TEL use and as a mediator in the relationship between subjective norms and TEL usage. Additionally, while subjective norms showed minimal impact on behavioral intention, attitudes and perceived behavioral control emerged as crucial antecedent variables and mediators. The multi‐group analysis using SEM revealed that preservice teachers' experience with TEL moderated the first half of the mediating pathway between subjective norms, perceived behavioral control and the actual use of TEL. Notably, multi‐group analysis indicated that as preservice teachers gained more experience with TEL, the influence of subjective norms on perceived behavioral control weakened. This study contributes to a deeper understanding of the TPB framework and its extended models in the context of TEL in teacher education, offering valuable insights for developing more effective TEL training and guidance strategies, ultimately aiming to enhance preservice teachers' proficiency and engagement with TEL.