The Influence of Pre-Service Early Childhood Teachers’ ICT Efficacy and Digital Competency on Intention to use digital in Education

Abstract

In the era of rapid digital technological advancements, there is an escalating demand fordigital education within early childhood education. Therefore, in order to improve pre-serviceearly childhood teachers' intention to use digital technology in education, we examined thestructural relationship between digital competency and technology self-efficacy, which arerelated variables. The study involved 247 pre-service early childhood teachers from A Universityin Gyeonggi-do and K University in Daejeon. Collected data were analyzed using structuralequations. The results of this study are as follows. First, digital competency had a significantand positive impact on technology self-efficacy and intention to use digital in education. Second, technology self-efficacy exhibited a significant and positive influence on intention to usedigital in education. Third, technology self-efficacy played a mediating role in the relationshipbetween digital competency and intention to use digital in education. These findings suggestthat technology self-efficacy and digital competency should be improved to increase pre-serviceearly childhood teachers' intention to use digital in education.