Sustaining ICT continuance among Indonesian in-service teachers: the mediating role of professional development and quality improvement

Purpose The long-term integration of information and communication technology (ICT) remains difficult for in-service teachers. This study examines how lifelong learning, growth mindset, and transformative competencies relate to ICT continuance intentions. It also tests continuous professional development (CPD) and continuous quality improvement (CQI) as mediators. Design/methodology/approach A cross-sectional survey was completed by 910 Indonesian in-service teachers who had finished the professional teacher program (PPG). Partial Least Squares Structural Equation Modeling was used to test direct and mediated effects. Findings Lifelong learning and transformative competencies predicted engagement in both CPD and CQI. Lifelong learning had no direct effect on ICT continuance intentions and operated through CPD. Transformative competencies predicted ICT continuance both directly and through CPD. Growth mindset predicted CQI and ICT continuance directly, but its path through CPD was not significant. CQI did not mediate any tested relationship. Practical implications Teacher development programs should combine structured, practice-based CPD with attention to adaptive and problem-solving skills. Because growth mindset operated outside formal training, schools should also support self-directed experimentation and reflective dialog. Originality/value Earlier work has mostly examined external enablers of ICT adoption, such as infrastructure and institutional support. This study tests internal dispositions alongside two professional learning mechanisms. The results indicate that these mechanisms are not equivalent. CPD transmitted cognitive readiness to sustained ICT use, while CQI did not. Professional development may therefore be better modeled as differentiated pathways than as one mediating block.