Contemporary higher education is confronted with intensive changes driven by the development of information and communication technologies (ICT), which increasingly shape the ways in which knowledge is transmitted, constructed, and acquired. Although ICT is widely recognized as a significant factor in enhancing the quality of the teaching process, its effective implementation largely depends on teachers' attitudes, beliefs, perceptions, and their willingness to adopt technological innovations in instruction. The aim of this study is to examine the integration of ICT into teaching practices at higher education institutions, with a particular focus on teachers' attitudes as a key determinant of the effectiveness of this integration. The paper analyzes the use of various ICT tools, as well as the impact of teachers' professional competencies and the availability of technological resources on teaching quality, student motivation, and engagement, with the intention of providing a systematic overview of the opportunities and challenges of digital transformation in higher education. The research was conducted as a quantitative study on a convenience sample of 152 higher education teachers in the Republic of Serbia. The study is theoretically grounded in contemporary concepts of ICT integration in higher education, drawing on the sociocultural paradigm of learning-crucial for didactic approaches as it enables the understanding of AI as a cultural artifact and mediator in learning-Bandura's Social Cognitive Theory, and elements of emancipatory didactics. The main findings indicate predominantly positive attitudes of teachers toward the use of ICT, with observed differences in the perception of its contribution depending on the type of higher education institution.
Bojičić et al. (Thu,) studied this question.