Relations between teachers’ technology integration within ICAP modes with moderation effects: international perspective

This international study used the Interactive-Constructive-Active-Passive (ICAP) framework to examine the relations between teachers’ integration of technology (TI) within different forms of learning/engaging modes. This study also explores how teacher age, experience, gender, and social background relate to these ICAP modes. Data were collected from 2978 teachers from seven European countries and analysed through Covariance-Based Structural Equation (CBSEM) using MPLUS 8 software. The main findings of this study show strong relations among passive, active, constructive, and interactive learning/engaging modes. A notable finding is that teaching experience and socio-economic context significantly influence these TI patterns, which indicate a pronounced shift from passive to active mode among novice teachers and that teachers in lower-ICT contexts face additional barriers. These and other results are discussed in this paper.

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Publication Details

Journal
Humanities and Social Sciences Communications
Published
2025-11-10
DOI
https://doi.org/10.1057/s41599-025-05960-z
Primary Topic
Gender and Technology in Education
Type
article
Field-Weighted Citation Impact
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article

Relations between teachers’ technology integration within ICAP modes with moderation effects: international perspective

Branko Anđić, Andreja Špernjak, Andrej Šorgo, Filiz Mumcu et al.
Humanities and Social Sciences Communications
Gender and Technology in Education
article

Relations between teachers’ technology integration within ICAP modes with moderation effects: international perspective

Branko Anđić, Andreja Špernjak, Andrej Šorgo, Filiz Mumcu, Mirjana Maričić, Soeharto Soeharto, Lukáš Rokos, Robert Weinhandl, Zsolt Lavicza, Jan Vondruška
article en

Abstract

This international study used the Interactive-Constructive-Active-Passive (ICAP) framework to examine the relations between teachers’ integration of technology (TI) within different forms of learning/engaging modes. This study also explores how teacher age, experience, gender, and social background relate to these ICAP modes. Data were collected from 2978 teachers from seven European countries and analysed through Covariance-Based Structural Equation (CBSEM) using MPLUS 8 software. The main findings of this study show strong relations among passive, active, constructive, and interactive learning/engaging modes. A notable finding is that teaching experience and socio-economic context significantly influence these TI patterns, which indicate a pronounced shift from passive to active mode among novice teachers and that teachers in lower-ICT contexts face additional barriers. These and other results are discussed in this paper.

Humanities and Social Sciences CommunicationsVol. 12(1)
Johannes Kepler University of Linz (AT), Sewanee: The University of the South (US), Manisa Celal Bayar University (TR), University of Novi Sad (RS), University of South Bohemia in České Budějovice (CZ), University of Maribor (SI), National Nuclear Energy Agency of Indonesia (ID)
Openalex Percentile: Top 59%
Gender and Technology in Education
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