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July 2, 2026Humanities and Social Sciences Communications0 citationsOpen Access

Preschool teachers’ attitudes toward ICT-supported education in Türkiye and Brunei Darussalam: a cross-cultural comparative study

AKAbdülkadir KabadayıNecmettin Erbakan University ÜKÜmit Ünsal KayaAfyon Kocatepe University AMAsmah MorniUniversiti Brunei Darussalam

Key Points

This research aims to compare preschool teachers’ attitudes toward ICT-supported education in Türkiye and Brunei, and assess factors influencing these attitudes.
Descriptive comparative survey design with data collected from 397 preschool teachers (131 from Türkiye and 266 from Brunei).
Participants completed a 20-item attitude scale to measure their ICT attitudes, with reliability assessed using Cronbach’s alpha and McDonald’s omega.
General linear model analysis to evaluate associations between ICT attitude scores, country, teaching experience, and educational qualifications.
Teachers in Türkiye had higher ICT attitude scores (M = 82.53) compared to those in Brunei (M = 75.92).
Country was identified as a significant predictor of ICT attitude scores (B = 6.12, p < 0.001), while teaching experience and qualifications showed no statistical significance.
Prior ICT-related professional development and access to ICT resources positively influenced attitude scores.

Abstract

Abstract This study examined preschool teachers’ attitudes toward ICT-supported education in Türkiye and Brunei Darussalam and explored whether these attitudes were associated with country, teaching experience, and highest educational qualification. A descriptive comparative survey design was used. Data were collected from 397 preschool teachers, including 131 from Türkiye and 266 from Brunei Darussalam. Participants completed a 20-item attitude scale, with negatively worded items reverse-coded so that higher scores indicated more favorable attitudes toward ICT-supported education. Internal consistency was examined using Cronbach’s alpha and McDonald’s omega, and cross-country comparability was evaluated through measurement invariance testing. A general linear model was then used to examine the associations between ICT attitude scores, country, teaching experience, highest educational qualification, and their interaction terms. Descriptive results showed that teachers in Türkiye reported higher ICT attitude scores ( M = 82.53, SD = 10.40) than teachers in Brunei Darussalam ( M = 75.92, SD = 11.57). Reliability was satisfactory in both contexts, with Cronbach’s alpha values of 0.88 and 0.92 and McDonald’s omega values of 0.89 and 0.93 for Türkiye and Brunei Darussalam, respectively. Scalar invariance was supported, indicating that country-level mean comparisons were interpretable. In the general linear model, country was a significant predictor of ICT attitude scores ( B = 6.12, p < 0.001), whereas teaching experience, highest educational qualification, and the interaction terms were not statistically significant. In a covariate-adjusted sensitivity model, the country effect was reduced but remained statistically significant, while prior ICT-related professional development and regular access to ICT resources at school were significant positive predictors. The findings suggest a country-level difference in preschool teachers’ ICT attitudes; however, this difference is interpreted as a contextual pattern rather than causal evidence of national policy, institutional support, or cultural effects.

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