The Current Situation of ICT Teaching Competencies and Influencing Factors among Undergraduate Primary Teacher Education Students at Weifang University

Xiaoxuan Xu; Gumpanat Boriboon; Chatupol Yongsorn

doi:10.60027/iarj.2026.e289824

Authors

Xiaoxuan Xu Faculty of Education, Srinakharinwirot University, Thailand https://orcid.org/0009-0006-8434-969X
Gumpanat Boriboon Faculty of Education, Srinakharinwirot University, Thailand https://orcid.org/0009-0006-8551-647X
Chatupol Yongsorn Faculty of Education, Srinakharinwirot University, Thailand https://orcid.org/0000-0003-4226-5384

DOI:

https://doi.org/10.60027/iarj.2026.e289824

Keywords:

Primary Teacher Education Students, ICT Teaching Competencies, Current Situation, Influencing Factors

Abstract

Background and Aims: Information and Communication Technology (ICT) has become an essential component of modern education. To support the development of future teachers, the Ministry of Education in China issued the Standards for ICT Teaching Competencies of Teacher Education Students in 2018, which were developed by Ren et al. (2018). The standard streamlined the earlier framework for in-service teachers into three key dimensions: basic technological literacy, technology-supported learning, and technology-supported teaching. Guided by this national standard, this study aimed to investigate the current situation of ICT teaching competencies among undergraduate primary teacher education students at Weifang University and explore the factors influencing these competencies.

Methodology: Data were collected through questionnaires and analyzed using SPSS. The analysis included descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation, and multiple regression analysis.

Results: A total of 252 undergraduate primary teacher education students participated in the study, including 92 males and 160 females. By grade level, the sample consisted of 45 first-year, 61 second-year, 56 third-year, and 90 fourth-year students. In terms of academic performance, 53 students were classified in the top 30%, 153 in the middle 30%–70%, and 46 in the bottom 30%. Additionally, 109 students had participated in off-campus internships or practical experiences, while 143 had not. The results showed that students' ICT teaching competencies were moderate (M=3.22), with fourth-year students performing significantly better than first-year students. High-performing students outperformed their middle and low-performing peers. No significant gender differences were found. Although students with additional internship experience outside the university had slightly higher scores, the differences were not statistically significant. Regression analysis indicated that attitude, self-efficacy, practical opportunities, and courses were significant positive predictors of ICT teaching competencies, while facilities, teacher support, and school culture showed no significant impact.

Conclusion: These findings may offer useful insights for primary teacher education programs aiming to enhance ICT integration in teacher preparation.

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