Teachers' Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior

This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs (attitude toward outcomes of a behavior) about the value of digital literacy for developing students' 21st-century skills, increasing student engagement, and preparation for future careers; normative beliefs (social support) about meeting the expectations of administrators, parents, colleagues, and students; and control beliefs (perceived behavioral control) about ease of integrating digital literacy due to access to technology, professional development, and curriculum resources.