Predictors of ICT Use in Teaching in Different Educational Domains

  • Barbara Rončević Zubković
  • Rosanda Pahljina-Reinić
  • Svjetlana Kolić-Vehovec


This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains.
Oct 6, 2017
How to Cite
ZUBKOVIĆ, Barbara Rončević; PAHLJINA-REINIĆ, Rosanda; KOLIĆ-VEHOVEC, Svjetlana. Predictors of ICT Use in Teaching in Different Educational Domains. European Journal of Social Sciences Education and Research, [S.l.], v. 11, n. 2, p. 145-154, oct. 2017. ISSN 2312-8429. Available at: <>. Date accessed: 17 dec. 2017. doi: