Teaching by example? Teacher ICT use and middle school students’ computer and information literacy across China and the United States

Background In the digital era, Computer and Information Literacy (CIL) has become a crucial educational outcome. While teacher Information and Communication Technology (ICT) use is widely promoted to enhance student digital skills, its effectiveness may vary significantly across different national education systems. Aims This study investigates the impact of teacher ICT use on middle school students' CIL in China and the United States. It aims to compare these cross-national effects and examine the mediating roles of school ICT resources and institutional support in shaping these relationships. Methods Using nationally representative data from the International Computer and Information Literacy Study (ICILS) 2023, this research employs regression models and instrumental variable (2SLS) methods to address potential endogeneity. Mediation analyses further explore how school-level factors transmit teacher ICT effects. Results The analysis reveals striking cross-country differences: in China, all dimensions of teacher ICT use significantly improved students' CIL, whereas these effects were statistically insignificant in the United States. School ICT resources and support fully mediated teacher ICT effects in China but only partially mediated ability effects in the U.S. Additionally, student background factors consistently influenced CIL across both countries. Conclusion While teacher ICT experience demonstrates universal importance, the broader impact of instructional ICT practices depends critically on national context and institutional support systems. The findings highlight the complex interplay between teacher practices, school resources, and national educational environments in shaping digital literacy outcomes.