Akademik Veri Yönetim Sistemi
5th International Conference of Educational Technology and Online Learning, Balıkesir, Türkiye, 26 - 29 Ağustos 2025, ss.1-2, (Özet Bildiri)
In the 21st century, with the acceleration of the integration of technology into education, teachers' digital competence levels have become a critical factor in determining the efficiency of technology use in education. In this context, teachers' intentions to integrate digital technologies into educational environments are influenced not only by their technical competencies but also by variables such as attitudes toward technology (ATU), ease of use (PEU), and perceived usefulness (PU). In this study, the relationships between teachers' digital competencies and technology acceptance levels were examined, and the effects of these variables on behavioral intention (BI) towards technology use were tested through Structural Equation Modeling (SEM).
The theoretical basis of the study is the European Digital Competence Framework for Educators (DigCompEdu) and the Technology Acceptance Model (TAM); the effects of digital competence (DC), perceived ease of use (PEOU), perceived usefulness (PU) and attitude towards use (ATU) on teachers' DN are examined. In the study conducted with the data collected online from 431 teachers working across Turkey, it was found that digital competence directly and indirectly affects the intention to use technology. In particular, the effect of ATU on DN was very high (β = .851), and the direct impact of DC on DN was weak (β = .133), but the indirect effect through ATU and PU was significant.
The findings suggest that DC contributes to teachers' positive attitudes towards technology integration and strengthens their BI when they perceive technology as useful and easy. Teachers' predisposition to digital practices is directly related not only to their ability to use technology but also to their perceptions of its usefulness in education. The study also found that ATU was strongly influenced by factors such as PU and PEU, while PEU had significant effects on both PU and ATU.
In conclusion, this study reveals that the direct effects of teachers' digital competencies on the technology acceptance process are limited, while their indirect effects are decisive. It is suggested that for the effective use of technology in educational environments, not only technical competencies, but also these competencies should be supported by teachers' positive attitudes and perceptions of benefits. In this context, teacher education should focus on strengthening BI by designing applied and scenario-based trainings on how to use technology pedagogically. The findings of the study provide important contributions to policy and program development efforts to increase teacher competencies in digital transformation processes.