Exploring the role of educator competencies and morale in ICT integration at universities
DOI:
https://doi.org/10.29352/mill0222e.38769Keywords:
Keywords: ICT integration; teacher competencies; teacher morale; higher education; moroccan education systemAbstract
Introduction: Ongoing educational reforms emphasize the critical need to integrate Information and Communication Technology (ICT) into higher education. However, socio-economic and infrastructural barriers present significant challenges to widespread ICT adoption, particularly in developing comprehensive strategies within educational systems.
Objective: To explore ways of improving teachers’ ICT skills and morale in order to support the effective integration of ICT into higher education.
Methods: A cross-sectional survey was conducted with 653 educators across Moroccan institutions, assessing their ICT skills, morale, and ICT usage in instructional settings. Structural Equation Modeling (SEM) was used to analyze the impact of technical competencies and morale on ICT adoption in the classroom.
Results: The SEM analysis indicates that both ICT competencies (β = 0.531, p < 0.01) and morale (β = 0.456, p < 0.01) are significant predictors of ICT integration. These findings highlight the importance of both technical proficiency and a positive attitude towards technology as essential drivers for effective ICT utilization in educational contexts.
Conclusion: The findings underscore the need for tailored teacher training programmes to develop ICT skills and the importance of fostering a supportive environment to maintain high morale. This study outlines a key approach to transforming higher education, bringing it into line with global standards through the enhanced integration of ICT.
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