20.500.12556/DKUM-96015 Relations between teachers' technology integration within ICAP modes with moderation effects international perspective This international study used the Interactive-Constructive-Active-Passive (ICAP) framework to examine the relations between teachers' integration of technology (TI) within different forms of learning/engaging modes. This study also explores how teacher age, experience, gender, and social background relate to these ICAP modes. Data were collected from 2978 teachers from seven European countries and analysed through Covariance-Based Structural Equation (CBSEM) using MPLUS 8 software. The main findings of this study show strong relations among passive, active, constructive, and interactive learning/engaging modes. A notable finding is that teaching experience and socio-economic context significantly influence these TI patterns, which indicate a pronounced shift from passive to active mode among novice teachers and that teachers in lower-ICT contexts face additional barriers. These and other results are discussed in this paper. integration of technology digital technologies integracija tehnologije digitalna tehnologija true false true Angleški jezik Slovenski jezik Znanstveno delo 2025-11-21 10:01:43 2025-11-21 10:01:43 2025-11-22 03:11:14 0000-00-00 00:00:00 2025 0 0 12 str. št. članka 1701 Letn. 12 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 2024-08-23 2025-09-08 2025-11-10 37.091.2 258098435 10.1057/s41599-025-05960-z 2662-9992 RAZ_Andic_Branko_2025.pdf RAZ_Andic_Branko_2025.pdf 1 1F5343FE42029187DD50DD983B9672D7 a19261e166cfc334dbe5caaf89b9960309a2f1ce5e63314f9cbd39ebacf1d062 9e27c164-c6b9-11f0-a81b-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=200821 https://doi.org/10.1057/s41599-025-05960-z 0 a84e91f7-c6b9-11f0-a81b-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=200822 Fakulteta za naravoslovje in matematiko Univerza v Mariboru 0 0 0