From Perception to Practice: Exploring ICT Integration Preparedness and Intention Among Pre-Service Teachers in Selected Public Universities in Kenya

The current study explored the association between pre-service teachers’ perception of readiness to use Information and Communication Technology (ICT) to support teaching and learning, and the intention to implement ICT. Based on the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, the study examined how perceived competence, self-efficacy, and access to resources influence pre-service teachers’ behavioral intentions. Given the continued prioritization of ICT integration in education in Kenya, there is a need to understand the preparedness and intentions of those who will become teachers. A correlational research design had been used, with 350 pre-service teachers from five public universities in Kenya. To assess ICT integration preparedness and intention, the researchers constructed a validated electronic 5-point Likert-scale questionnaire and collected data. The instrument was pilot-tested among 40 participants at Moi University (not included in the main sample). A Cronbach’s alpha coefficient of α =.89 for the reliability test showed high internal consistency. Results showed that there was a significantly positive correlation between perceived preparedness and ICT integration intention (r = .68, p < .001). Further, regression analysis results (β = .64, t(348) = 15.22, p < .001) revealed that ICT preparedness was a significant positive predictor of teachers intention to integrate ICT in teaching and learning. The study highlights the need for pre-service teachers to possess sufficient ICT skills and positive attitudes toward the use of technology. The authors provide implications for programs around teacher education and policy recommendations.