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Teacher Technology Adoption and Pedagogical Integration: Digital Competence, Institutional Support, and Student Engagement

Chanvuthy Bun(1), Sarom Mok(2), Somara Sun(3), Somuny Som(4), Srun Lim(5), Vannary Ouk(6),


(1) Preah Sihamoniraja Buddhist University
(2) Royal University of Phnom Penh
(3) Ministry of Education, Youth and Sport
(4) Royal Academy of Cambodia
(5) Preah Sihamoniraja Buddhist University
(6) Preah Sihamoniraja Buddhist University
Corresponding Author

Abstract


Digital technology integration requires teachers to combine technological competence with pedagogical knowledge and supportive institutional conditions. This study reviews literature on teacher technology adoption, digital competence, pedagogical integration, institutional support, and student engagement in secondary education. The synthesis identifies teacher-level, technological, and institutional factors that shape technology adoption and influence the transition from basic digital use to pedagogically meaningful integration. An integrated framework is developed to explain how teacher competence, perceived usefulness, infrastructure, leadership support, professional development, and instructional alignment interact in technology-supported teaching. Student engagement is positioned as a potential educational outcome of purposeful pedagogical integration rather than a direct consequence of technology availability.

Keywords


Digital competence; Educational technology; Microsoft Office; Student engagement; Teacher technology adoption

References


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