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<p>Understanding teachers’ engagement in professional learning for digital resources and tools integration is important in the context of ongoing educational digitalization. Existing research has primarily focused on technological attributes and individual cognitive factors, with comparatively limited attention to task-related contextual factors across institutional settings. Drawing on TALIS 2024 data, this study integrates the SAMR framework with task-technology fit and extended technology acceptance perspectives to conduct a cross-cultural comparative analysis of teachers’ reported digital teaching activities and factors associated with their engagement in professional learning for digital resource integration in Shanghai (China) and Poland. Descriptive findings indicate a non-linear distribution of selected TALIS indicators across SAMR-informed categories, with relatively frequent endorsement of modification-related activities and fewer reports of redefinition-related practices. Cross-cultural comparisons show that Polish teachers reported higher engagement in enhancement-oriented digital uses, particularly for instructional management and communication, whereas Shanghai teachers reported higher engagement in several transformation-oriented digital practices, especially collaborative support and instructional redesign. Binary logistic regression analyses indicate that professional learning participation is closely associated with teachers’ perceived pedagogical digital-integration needs and broader task-adaptation indicators. However, the relative strength of predictors varies across contexts: task-related indicators show stronger associations in the Shanghai sample, whereas perceived usefulness shows stronger associations in the Polish sample. Overall, the findings suggest that teachers’ perceptions of the alignment between instructional tasks and digital tools are meaningfully related to their participation in professional learning for using digital resources and tools in teaching. This study provides cross-cultural empirical evidence on the antecedents of teachers’ professional learning engagement for digital resource integration and offers implications for developing pedagogically oriented digital strategies.</p>

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Teachers’ engagement in professional learning for digital resource integration: A cross-cultural comparison of task-related demands and technology acceptance

  • 期刊论文

  • 发表日期：

    2026年5月19日

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  • Jinhai Liu,
  • Mengtong Wei

摘要

Understanding teachers’ engagement in professional learning for digital resources and tools integration is important in the context of ongoing educational digitalization. Existing research has primarily focused on technological attributes and individual cognitive factors, with comparatively limited attention to task-related contextual factors across institutional settings. Drawing on TALIS 2024 data, this study integrates the SAMR framework with task-technology fit and extended technology acceptance perspectives to conduct a cross-cultural comparative analysis of teachers’ reported digital teaching activities and factors associated with their engagement in professional learning for digital resource integration in Shanghai (China) and Poland. Descriptive findings indicate a non-linear distribution of selected TALIS indicators across SAMR-informed categories, with relatively frequent endorsement of modification-related activities and fewer reports of redefinition-related practices. Cross-cultural comparisons show that Polish teachers reported higher engagement in enhancement-oriented digital uses, particularly for instructional management and communication, whereas Shanghai teachers reported higher engagement in several transformation-oriented digital practices, especially collaborative support and instructional redesign. Binary logistic regression analyses indicate that professional learning participation is closely associated with teachers’ perceived pedagogical digital-integration needs and broader task-adaptation indicators. However, the relative strength of predictors varies across contexts: task-related indicators show stronger associations in the Shanghai sample, whereas perceived usefulness shows stronger associations in the Polish sample. Overall, the findings suggest that teachers’ perceptions of the alignment between instructional tasks and digital tools are meaningfully related to their participation in professional learning for using digital resources and tools in teaching. This study provides cross-cultural empirical evidence on the antecedents of teachers’ professional learning engagement for digital resource integration and offers implications for developing pedagogically oriented digital strategies.