The integration of Information and Communication Technology (ICT) in education has transformed teaching and learning processes worldwide. Teachers’ attitudes toward ICT play a critical role in determining the success of its implementation. This systematic review synthesizes findings from empirical studies, policy reports, and theoretical frameworks to examine how ICT influences teachers’ attitudes. The review identifies key factors such as training, infrastructure, self-efficacy, institutional support, and perceived usefulness that shape teachers’ acceptance and use of ICT. The findings reveal that while ICT generally fosters positive attitudes among teachers, challenges such as lack of resources, inadequate training, and resistance to change continue to hinder effective integration. The study concludes with recommendations for policy and practice to enhance ICT adoption in education.
Pal et al. (Sun,) studied this question.
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