Predictors of mathematics and science teachers' ICT use in their teaching: Results from 19 PISA countries

The advancement of technology offers teachers opportunities to use information and communications technology (ICT) to facilitate their teaching. While few studies examine the factors associated with teachers' ICT use in their teaching, this study will address this gap using a sample of 41,360 mathematics and Science teachers from 19 societies that participated in PISA 2018. Guided by the theory of planned behavior, a two-level (teacher and school levels) analysis was conducted using Mplus software. Teacher-level results showed that collaboration, reading for work, professional development, and self-efficacy in teaching were positively associated with teachers' ICT use, while age has a negative association. School-level results showed that the ICT capacity and policy support were positively associated with their teachers' ICT use, with the positive association of collaboration, professional development, and self-efficacy aggregated at the school level. Also, around 20% of the variance of teachers' ICT use was explained at the school level. Hence, while ensuring the ICT capacity and policy support at the school level, stakeholders may facilitate teachers' ICT use by providing more chances for collaboration, time for reading, and professional development, and enhance their general teaching self-efficacy integrate ICT in daily teaching. They may also need to provide more support to older teachers. Copyright © 2023 World Education Research Association.