Exploring the structural relationships among early childhood teachers’ STEAM curriculum design thinking disposition, attitudes toward technology use, and teaching self-efficacy

This study explored the interrelationships among early childhood teachers’ design thinking dispositions, attitudes toward technology use, and teaching self-efficacy within the context of STEAM curriculum design. A total of 223 early childhood teachers participated in a survey using three validated instruments: the STEAM Curriculum Design Thinking Scale (STEAM-CDTS), the Attitude toward Technology Use Scale (ATUS), and the Teaching Self-Efficacy Scale (TSES). Data were analyzed using partial least squares structural equation modeling (PLS-SEM). Results indicated that teachers reported moderate to high levels of design thinking dispositions, positive attitudes toward technology use, and teaching self-efficacy. Specifically, empathy and prototyping dispositions in design thinking were significantly associated with perceived ease of use and usefulness of technology, while both dimensions of technology attitudes were significantly associated with teaching self-efficacy. These findings suggest that participating teachers reported positive dispositions and self-perceived readiness toward integrating design thinking and digital tools into their teaching practices. However, as the data were based on self-reported measures, the findings should be interpreted as reflecting teachers’ perceptions and self-evaluations, rather than direct evidence of instructional enactment. The study highlights the potential value of professional development programs that support teachers’ design thinking and technology integration in early childhood STEAM education.