Digital Literacy and Technology Integration: Shaping Senior Educators’ Attitudes and Practices

This study examines the impact of digital literacy on senior educators’ intention to integrate technology into their teaching practices, considering their perceived usefulness and attitudes towards technology use in the classroom. Four hundred fifty-eight pre-university teachers aged 55 and over participated in the research. The results demonstrate the indirect effect of educators’ digital literacy on their intention to use technology. Furthermore, this relationship is totally mediated by the perceived usefulness of technology, which determines teachers’ positive attitude towards its use in the classroom. These findings highlight the interconnected role of cognitive, emotional, and behavioural elements in the adoption of technology, emphasising the need to support senior teachers in building not only technical know-how but also in appreciating the educational benefits of technology and developing a more open and positive attitude towards its use. The research contributes to a deeper understanding of how targeted professional development can promote the effective use of technology in education.