GUIDELINES FOR IMPROVING ICT TEACHING COMPETENCIES OF UNDERGRADUATE PRIMARY EDUCATION STUDENTS: A CASE STUDY OF WEIFANG UNIVERSITY IN CHINA

Abstract

This study aimed to examine the current status and influencing factors of information and communication technology (ICT) teaching competencies among undergraduate primary education students at Weifang University and to propose improvement guidelines. A mixed-methods approach was adopted, combining survey data from 252 students with semi-structured interviews involving five educational experts. The findings revealed that: 1) Students' ICT teaching competencies were at an intermediate level. 2) Statistically significant differences were found in technology-supported learning, technology-supported teaching, and overall ICT teaching competencies, with higher-year students performing better. Significant differences were also observed among students with different levels of academic performance, students in the top 30% consistently outperformed those in the middle 30%-70% and bottom 30% groups. In contrast, no statistically significant differences were observed based on gender or participation in additional internship experiences beyond the university's standard requirements. 3) Regression analysis indicated that attitude, self-efficacy, practical opportunities, and courses were significant positive predictors of ICT teaching competencies, while facilities, teacher support, and school culture showed no significant impact. Expert interview results provided guidelines for improving ICT teaching competencies at Weifang University. These guidelines cover seven key areas: fostering positive attitudes toward ICT integration, strengthening self-efficacy through confidence-building strategies, expanding practical opportunities for technology-enhanced teaching, refining course content and design, improving access to ICT infrastructure and resources, encouraging teacher educator support and modeling, and cultivating an ICT-positive school culture.

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