Exploring the Impact of Digital Literacy on Art Education Teachers’ ICT Integration Intention: Based on the Extended Technology Acceptance Model

Against the backdrop of rapid advancements in information technology, Information and Communication Technology (ICT) has been widely applied in art education. Whether teachers accept and use these tools largely depends on their digital literacy. This study explores how teachers’ digital literacy influences their ICT integration intention based on the Extended Technology Acceptance Model (TAM2). This study surveyed 580 art education teachers using validated scales to measure variables, including the Digital Literacy Scale, Image Scale, among others. Structural equation modeling analyzed the relationships among these variables. The study found that the proposed model explains 65% of the variance in ICT integration intention. Digital literacy significantly influences perceived usefulness and perceived ease of use. Subjective norms directly and positively affect ICT integration intention and indirectly influence it through image and perceived usefulness, but the indirect effect accounts for less than 20% of the total effect. ICT output quality significantly impacts perceived usefulness, while job relevance and result demonstrability do not. This study demonstrates that enhancing teachers’ digital literacy, improving subjective norms, image, and ICT output quality can strengthen ICT integration intention. These findings support ICT promotion in education and offer practical recommendations for policymakers and administrators.