Teachers’ Beliefs and Attitudes as Mediators between the UNESCO ICT-CFT Framework and Classroom ICT Use: Evidence from Nepal
Article Sidebar
Main Article Content
Abstract
Background and Aim: UNESCO introduced the ICT Competency Framework for Teachers (ICT-CFT) in 2008 with support from Microsoft, Cisco, ISTE, and Intel. The framework guides the integration of information and communication technology (ICT) into education. However, as a framework without direct classroom monitoring, its implementation depends on teachers’ beliefs and attitudes. The study investigated whether UNESCO’s ICT-CFT is translated into classroom practice through these psychological factors.
Materials and Methods: A quantitative survey design was employed, guided by the Technology Acceptance Model (TAM). Google Forms questionnaires were distributed to 150 teachers, yielding responses from 125 participants across 12 districts in Nepal’s Koshi and Bagmati Provinces. Data were collected in two waves and analyzed using Hayes’ PROCESS macro (Model 4) in SPSS version 27. Parallel mediation analysis examined whether teachers’ beliefs and attitudes mediated the relationship between the ICT-CFT and classroom ICT use.
Results: Teachers’ positive beliefs and attitudes toward ICT mediated 47.5% of the total effect of the ICT-CFT on technology use. The direct effect accounted for 52.5%, indicating that the framework influenced practice directly and indirectly through teachers’ psychological dispositions.
Conclusion: The findings demonstrate that translating UNESCO’s ICT-CFT into classroom practice requires support from teachers’ willingness to adopt technology. Positive beliefs and attitudes are mechanisms through which policy guidance becomes ICT use. Although the framework exerts a direct influence, policy directives alone may be insufficient without educators’ acceptance and commitment. Effective implementation should combine institutional policies with initiatives that strengthen teachers’ confidence, motivation, and favorable attitudes toward educational technology.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright and License
Copyright of all articles published in the Journal of Education and Learning Reviews (JELR) is retained by the author(s).
All articles are distributed under the Creative Commons Attribution–NonCommercial–NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). Users may read, download, copy, distribute, and share the content for non-commercial purposes with proper attribution.
Modification, adaptation, or commercial use of the content is not permitted.
License details: https://creativecommons.org/licenses/by-nc-nd/4.0/
References
Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in edu-cation policy expectations: Implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 11(4), 1215–1234. https://doi.org/10.1007/s40692-023-00296-6 DOI: https://doi.org/10.1007/s40692-023-00296-6
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T DOI: https://doi.org/10.1016/0749-5978(91)90020-T
Almerich, G., Gargallo-Jaquotot, P., & Suárez-Rodríguez, J. (2024). ICT integration by teachers: A basic model of ICT use, pedagogical beliefs, and personal and contextual factors. Teaching and Teacher Education, 145, Article 104617. https://doi.org/10.1016/j.tate.2024.104617 DOI: https://doi.org/10.1016/j.tate.2024.104617
Bariu, T. N., & Chun, X. (2022). Influence of teachers’ attitudes on ICT implementation in Kenyan universities. Cogent Education, 9(1), Article 2107294. https://doi.org/10.1080/2331186X.2022.2107294 DOI: https://doi.org/10.1080/2331186X.2022.2107294
Baş, G., Kubiatko, M., & Sünbül, A. M. (2016). Teachers’ perceptions towards ICTs in the teach-ing-learning process: Scale validity and reliability study. Computers in Human Behavior, 61, 176–185. https://doi.org/10.1016/j.chb.2016.03.022 DOI: https://doi.org/10.1016/j.chb.2016.03.022
Blignaut, A. S., Hinostroza, J. E., Els, C. J., & Brun, M. (2010). ICT in education policy and prac-tice in developing countries: South Africa and Chile compared through SITES 2006. Comput-ers & Education, 55(4), 1552–1563. https://doi.org/10.1016/j.compedu.2010.06.021 DOI: https://doi.org/10.1016/j.compedu.2010.06.021
Breusch, T. S., & Pagan, A. R. (1979). A simple test for heteroscedasticity and random coefficient variation. Econometrica, 47(5), 1287–1294. https://doi.org/10.2307/1911963 DOI: https://doi.org/10.2307/1911963
Brown, W., & Brown, I. (2008). Next generation ICT policy in South Africa: Towards a human de-velopment-based ICT policy. In C. Avgerou, M. L. Smith, & P. van den Besselaar (Eds.), So-cial dimensions of information and communication technology policy (pp. 109–123). Springer. https://doi.org/10.1007/978-0-387-84822-8_8 DOI: https://doi.org/10.1007/978-0-387-84822-8_8
Cabrera, W., & Estacio, D. (2022). Job attitude as a factor in employees’ performance. International Journal of Economics Development Research, 3(1), 13–35. https://doi.org/10.37385/ijedr.v3i1.254 DOI: https://doi.org/10.37385/ijedr.v3i1.254
Dasal, C. D. (2025). Teachers’ digital literacy and ICT integration towards upskilling teacher stand-ards. British Journal of Arts and Humanities, 7(4), 573–581. https://doi.org/10.34104/bjah.02505730581 DOI: https://doi.org/10.34104/bjah.02505730581
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008 DOI: https://doi.org/10.2307/249008
Dawadi, M. P. (2022). Community college teachers’ perceptions and practices of ICT-integrated teaching. Journal of Bhuwanishankar, 1(1), 1–22. https://doi.org/10.3126/jobs.v1i1.49490 DOI: https://doi.org/10.3126/jobs.v1i1.49490
Dzidzornu, A. A. K., & Xu, X. (2025). Assessing digital literacy competency among student teach-ers in Ghana: Perceptions, challenges, and pathways for improvement using the UNESCO ICT-CFT. Discover Education, 4, Article 481. https://doi.org/10.1007/s44217-025-00889-6 DOI: https://doi.org/10.1007/s44217-025-00889-6
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551 DOI: https://doi.org/10.1080/15391523.2010.10782551
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001 DOI: https://doi.org/10.1016/j.compedu.2012.02.001
Fathima, A. N. A., Verma, A., Dash, S., Gupta, Y. C., & Yadav, E. (2025). Digital classrooms: ICT tools for enhancing student engagement and learning outcomes. Advances in Consumer Re-search, 2(4), 4292–4298. https://acr-journal.com/article/digital-classrooms-ict-tools-for-enhancing-student-engagement-and-learning-outcomes-1528/
Fischer, R., & Karl, J. A. (2025). What predicts intentions and behavior? A cultural exploration of attitude, belief, and norm effects across 55 countries. Cross-Cultural Research, 59(5), 615–650. https://doi.org/10.1177/10693971251338204 DOI: https://doi.org/10.1177/10693971251338204
Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psy-chological Science, 18(3), 233–239. https://doi.org/10.1111/j.1467-9280.2007.01882.x DOI: https://doi.org/10.1111/j.1467-9280.2007.01882.x
Gay Querol Leiva, L. (2025). Impact of information and communication tech-nologies on everyday life. Management (Montevideo), 3, Article 130. https://doi.org/10.62486/agma2025130 DOI: https://doi.org/10.62486/agma2025130
Gülbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instruc-tors. Turkish Online Journal of Educational Technology, 7(1), 32–37. https://files.eric.ed.gov/fulltext/ED499580.pdf
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A re-gression-based approach (2nd ed.). Guilford Press.
Hu, D., Yuan, B., Luo, J., & Wang, M. (2021). A review of empirical research on ICT applications in teacher professional development and teaching practice. Knowledge Management & E-Learning, 13(1), 1–20. https://doi.org/10.34105/j.kmel.2021.13.001 DOI: https://doi.org/10.34105/j.kmel.2021.13.001
Kammeyer-Mueller, J. D., Rubenstein, A. L., & Barnes, T. S. (2024). The role of attitudes in work behavior. Annual Review of Organizational Psychology and Organizational Behavior, 11, 221–250. https://doi.org/10.1146/annurev-orgpsych-101022-101333 DOI: https://doi.org/10.1146/annurev-orgpsych-101022-101333
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://www.learntechlib.org/primary/p/29544/
Lee, H., & Albarracín, D. (2026). From beliefs to behavior: Clarifying the roles of attitudes and con-text. Journal of Consumer Psychology, 36(1), 151–155. https://doi.org/10.1002/jcpy.70012 DOI: https://doi.org/10.1002/jcpy.70012
Li, H. (2025). Integrating ICT in education: A scoping review of pre-service teachers’ ICT beliefs. PLOS ONE, 20(2), Article e0317591. https://doi.org/10.1371/journal.pone.0317591 DOI: https://doi.org/10.1371/journal.pone.0317591
Lomos, C., Luyten, J. W. H., & Tieck, S. (2023). Implementing ICT in classroom practice: What else matters besides the ICT infrastructure? Large-Scale Assessments in Education, 11, Article 1. https://doi.org/10.1186/s40536-022-00144-6 DOI: https://doi.org/10.1186/s40536-022-00144-6
Lu, C., Lee, J. C.-K., & Gu, M. M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice. Education and Information Technolo-gies, 30, 19537–19557. https://doi.org/10.1007/s10639-025-13511-x DOI: https://doi.org/10.1007/s10639-025-13511-x
Magar, G. R., & Rana, K. (2022). COVID-19 crisis and alternative learning: School stakeholders’ perceptions. Bouddhik Abhiyan, 7(1), 39–56. https://doi.org/10.3126/bdkan.v7i1.47563 DOI: https://doi.org/10.3126/bdkan.v7i1.47563
Mashinini, M. J. (2008). Challenges of ICT policy for rural communities: A case study from South Africa. In C. Avgerou, M. L. Smith, & P. van den Besselaar (Eds.), Social dimensions of in-formation and communication technology policy (pp. 125–137). Springer. https://doi.org/10.1007/978-0-387-84822-8_9 DOI: https://doi.org/10.1007/978-0-387-84822-8_9
Ministry of Education, Science and Technology (MoEST). (2019). National curriculum framework 2076. Curriculum Development Centre.
Muyambi, G., & Ramorola, M. (2025). Unveiling educators’ readiness to teach through digital media (DM): The case of South Africa. Education and Information Technologies, 30, 13807–13834. https://doi.org/10.1007/s10639-024-13310-w DOI: https://doi.org/10.1007/s10639-024-13310-w
Pal, K., Basnet, B., Pant, R., Bishwakarma, K., Kafle, K., Dhami, N., Sharma, M., Thapa, L., Bhat-tarai, B., & Bhatta, Y. (2021). Education system of Nepal: Impacts and future perspectives of the COVID-19 pandemic. Heliyon, 7(9), Article e08014. https://doi.org/10.1016/j.heliyon.2021.e08014 DOI: https://doi.org/10.1016/j.heliyon.2021.e08014
Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharp-ening the focus of the “will, skill, tool” model and integrating teachers’ constructivist orienta-tions. Computers & Education, 58(4), 1351–1359. https://doi.org/10.1016/j.compedu.2011.12.013 DOI: https://doi.org/10.1016/j.compedu.2011.12.013
Sakil, A. H. (2018). ICT, youth and urban governance in developing countries: Bangladesh perspec-tive. International Journal of Adolescence and Youth, 23(2), 219–234. https://doi.org/10.1080/02673843.2017.1330697 DOI: https://doi.org/10.1080/02673843.2017.1330697
Sanhueza, M., Sandoval, L., Ormazabal, M., & Zúñiga, M. (2025). Effect of a teacher training pro-gram with ICT on university students’ learning. Contemporary Educational Technology, 17(1), Article ep556. https://doi.org/10.30935/cedtech/15745 DOI: https://doi.org/10.30935/cedtech/15745
Shahi, D. K., & Khadka, B. K. (2025). English teachers’ perceptions towards integration of ICT in EFL classrooms in Nepal. Journal of Innovative Research, 3(1), 31–40. https://doi.org/10.54536/jir.v3i1.4071 DOI: https://doi.org/10.54536/jir.v3i1.4071
Siyam, Y., Siyam, N., Hussain, M., & Alqaryouti, O. (2025). Evaluating technology integration in education: A framework for professional development. Discover Education, 4, Article 53. https://doi.org/10.1007/s44217-025-00448-z DOI: https://doi.org/10.1007/s44217-025-00448-z
Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australa-sian Journal of Educational Technology, 24(4), 413–424. https://doi.org/10.14742/ajet.1201 DOI: https://doi.org/10.14742/ajet.1201
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the rela-tionship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2 DOI: https://doi.org/10.1007/s11423-016-9481-2
Tripathi, Y. (2024). The use of ICT-based education system in Nepal. A Bi-Annual South Asian Journal of Research & Innovation, 11(1–2). https://doi.org/10.3126/jori.v11i1-2.77868 DOI: https://doi.org/10.3126/jori.v11i1-2.77868
Turner, M., Miller, A., & Youngs, H. (2022). The role of irrational beliefs and motivation regulation in worker mental health and work engagement: A latent profile analysis. PLOS ONE, 17(8), Article e0272987. https://doi.org/10.1371/journal.pone.0272987 DOI: https://doi.org/10.1371/journal.pone.0272987
UNESCO. (2008). ICT competency standards for teachers: Policy framework. https://unesdoc.unesco.org/ark:/48223/pf0000156210
UNESCO. (2018). UNESCO ICT competency framework for teachers (Version 3). https://unesdoc.unesco.org/ark:/48223/pf0000265721
UNESCO. (2023, October 18). ICT competency framework for teachers: A game changer for digital capacity building of teachers. https://www.unesco.org/en/articles/ict-competency-framework-teachers-game-changer-digital-capacity-building-teachers
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on inter-ventions. Decision Sciences, 39(2), 273–315. https://doi.org/10.1111/j.1540-5915.2008.00192.x DOI: https://doi.org/10.1111/j.1540-5915.2008.00192.x
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926 DOI: https://doi.org/10.1287/mnsc.46.2.186.11926
Wang, B., Liu, Y., & Parker, S. K. (2020). How does the use of information communication tech-nology affect individuals? A work design perspective. Academy of Management Annals, 14(2), 695–725. https://doi.org/10.5465/annals.2018.0127 DOI: https://doi.org/10.5465/annals.2018.0127
Wegner, E., & Nückles, M. (2015). Knowledge acquisition or participation in communities of prac-tice? Academics’ metaphors of teaching and learning at the university. Studies in Higher Edu-cation, 40(4), 624–643. https://doi.org/10.1080/03075079.2013.842213 DOI: https://doi.org/10.1080/03075079.2013.842213
