Behavioural intentions toward information communication technology integration in secondary education: Modelling the effects of students’ attitudes

• Development of an attitude-based model for ICT integration in secondary education • Attitudes toward LMS determined ICT integration in secondary education • Attitudes toward internet determined ICT integration in secondary education • Attitudes toward online learning determined ICT integration in secondary education • Attitudes toward computers did not predict ICT integration in secondary education Technology integration in education holds promise for sustainable education regarding access, inclusion and quality, referencing the Sustainable Development Goal (SDG) 4. Nonetheless, attitudes toward technology have been identified in the literature as a precursor to technology uptake for technocentric pedagogy. While contemporary studies have investigated the attitude variable and its effects on students’ behavioural intentions toward technology integration, it has been done holistically without specificity in terms of attitudes toward particular technologies. How these various attitudes toward different technologies and online pedagogy relate among themselves, leading to the prediction of intention behaviour towards technology integration in secondary classrooms, is not fully known. Consequently, this study formulates a model that specifies how attitudes toward learning management systems, attitudes toward computers, attitudes toward the Internet, and attitudes toward online learning intricately influence each other in determining students’ behavioural intentions to integrate technology into their learning. The study adopted a quantitative approach based on a correlational survey design and elicited responses from a stratified proportionate and simple random sample of 386 secondary school students through a questionnaire. Data were analysed using descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques. Results from the structural model analysis revealed that students’ attitudes toward learning management systems, the Internet, and online learning directly determine students’ behavioural intentions toward ICT integration in their learning. Moreover, attitudes toward the learning management system and the Internet predicted students’ attitudes toward online learning. Furthermore, attitudes toward computers determined both students’ attitudes toward learning management systems and the Internet. Overall, the specified model determined about 40% variance in explaining students’ attitudes and their intention behaviour towards ICT integration in their learning. These findings provide an essential foundation for policy and practice towards technology integration in secondary education.