Pre-Service Teachers’ Information and Communication Technology Beliefs: A Systematic Review

Information and communication technology (ICT) has been identified as a key pathway to educational modernization by equipping learners with 21st-century skills. Pre-service teachers’ ICT beliefs are often associated with their prospective use of technology in classrooms, yet the evidence remains fragmented across variables, methods, and contexts. This systematic review included 51 studies that investigated pre-service teachers’ ICT beliefs. Data were extracted on variables in relation to ICT beliefs, factors associated with ICT adoption, and recommended training approaches. Twenty-two variables and belief-related constructs were identified. Confidence and perceived usefulness (intrinsic factors), as well as institutional support and access (extrinsic factors), were reported in relation to intentions or ICT use. Pre-service teachers ascribe value to ICT in facilitating learning, but practical use appears to be linked to both positive beliefs and conducive conditions. This systematic review suggests that teacher education programs could combine pedagogically embedded ICT training, authentic practice, technical troubleshooting, and stronger university–school partnerships to support pre-service teachers’ ability and confidence to integrate ICT in future classrooms.