Abstract
Effectively incorporating technology into teaching and learning can be accomplished through the application of information and communication technology (ICT). Nonetheless, the extent to which ICT is employed in educational environments is heavily impacted by numerous factors. Teachers' ICT integration in China was investigated with the aim of identifying the specific factors that influence it. The research sample consists of 680 educators, and it highlights three primary elements that affect their adoption of ICT: attitudes, self-efficacy, and digital competence. Employing a partial least squares structural equation modeling (PLS-SEM) method, the results indicate that all three elements play a significant role in the effective integration of ICT by educators. The study also indicated the mediating effect of attitudes and digital competence. Furthermore, the research identified no substantial disparities in the factors based on sex or age, except for the correlation between self-efficacy and attitudes. By providing useful insights for the development of successful instructional designs that integrate ICT, this study contributed to the advancement and impact of educational technology.