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

Branko Anđić (), Mirjana Maričić, Soeharto Soeharto, Filiz Mumcu, Robert Weinhandl, Zsolt Lavicza, Andreja Špernjak, Lukáš Rokos, Jan Vondruška and Andrej Šorgo
Additional contact information
Branko Anđić: Altenberger Straße 69 4040 Linz. Standort. Science Park 5
Mirjana Maričić: Department of Sciences and Management in Education Podgorička 4
Soeharto Soeharto: Jl. M.H. Thamrin No. 8
Filiz Mumcu: Department of Computer Education and Instructional Technologies
Robert Weinhandl: Altenberger Straße 69 4040 Linz. Standort. Science Park 5
Zsolt Lavicza: Altenberger Straße 69 4040 Linz. Standort. Science Park 5
Andreja Špernjak: Koroška cesta 160
Lukáš Rokos: Jeronýmova 10
Jan Vondruška: Jeronýmova 10
Andrej Šorgo: University of Maribor Slomškov trg 15

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-12

Abstract: 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.

Date: 2025
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DOI: 10.1057/s41599-025-05960-z

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