From training to practice: A multi-group analysis of factors influencing K-12 teachers’integration of Digital Educational Resources (DERs)
Qizhong Ou, Songqiao Wu, Yilu Jiang, Zhenni He, Haiqiu Luo · 2025
Read From training to practice: A multi-group analysis of factors influencing K-12 teachers’integration of Digital Educational Resources (DERs) by Qizhong Ou, Songqiao Wu, Yilu Jiang, Zhenni He, Haiqiu Luo (2025) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/pmc-12707651.txt.
Description
Qizhong Ou and four colleagues ask what makes schoolteachers truly use digital learning resources after training. The study surveyed 2,821 primary and secondary teachers in China who had finished a national digital literacy program. A model based on the UTAUT framework for technology uptake tested what drives adoption.
Social influence and expected gains in performance were the strongest drivers of the intent to use the resources. Intent, in turn, strongly predicted real use. The weight of each driver shifted by region, school level, and past digital experience. A one-size-fits-all training plan thus fits many teachers poorly. The authors offer the results as a base of evidence for building targeted support that differs by teacher group.
Catalog record
| CREATOR | Qizhong Ou, Songqiao Wu, Yilu Jiang, Zhenni He, Haiqiu Luo |
|---|---|
| YEAR | 2025 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 65 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |