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Abstract This research examines the impact of psychological and cultural factors on the academic use of digital technologies by Chilean pre-service teachers. Considering the global digital transformation and the influence of digital technologies, such as artificial intelligence (AI), in education, it is essential to prepare future educators to integrate technology pedagogically. Although the use of technology among pre-service teachers has been studied, the specific factors influencing their academic use require further investigation considering an integral approach. A study was conducted with 1191 pre-service teachers from various Chilean universities. Data were collected through questionnaires assessing academic use of digital technologies, motivation towards Information and Communication Technologies (ICT), technology attitudes, self-directed learning readiness, disposition towards learning and teaching, technological infrastructure availability, and portrait values. Structural Equation Modeling (SEM) was utilized to analyze the data. The results indicated that self-management, disposition towards pedagogical learning, and motivation were the most significant direct predictors of the academic use of digital technologies. Among the cultural factors, self-transcendence, openness to change, and the use of portable PCs had a significant but minor direct influence. The model explained 32.1% of the variance in academic technology use. These findings underscore the significance of both psychological characteristics and cultural values in influencing how future teachers utilize digital technologies for academic purposes. Understanding these influences is crucial for enhancing teacher education programs and equipping educators to integrate technology into teaching and learning effectively.
León et al. (Mon,) studied this question.