<p>Faced with technological advancements in the digital era, this study explores the relationships between teachers’ attitudes toward the use of Information and Communication Technology (ICT) in teaching, their digital competencies, and the moderating role of gender. Integrating the Tripartite Model of Attitudes (ABC Model), the Technological Pedagogical Content Knowledge (TPACK) framework, and the Unified Theory of Acceptance and Use of Technology (UTAUT), this research quantitatively assesses attitudes and digital competencies using validated instruments among a sample of 386 TVET teachers from a higher vocational school in Jiangxi Province, China. Findings revealed that teachers generally exhibit moderate levels of digital competencies and hold positive attitudes toward ICT use. Teachers’ attitudes were significantly associated with their digital competencies, indicating that positive attitudes toward ICT facilitate higher digital competencies. More importantly, when attitudes were examined through their affective, cognitive, and behavioral dimensions, behavioral attitude emerged as the strongest predictor of teachers’ digital competencies. In addition, contrary to some existing studies, gender did not moderate this relationship significantly. This study contributes valuable insights for designing targeted professional development programs. In particular, the finding that behavioral attitude is the strongest predictor suggests that training initiatives should prioritize hands-on practice and behavioral engagement, rather than focusing solely on knowledge acquisition or gender-based assumptions.</p>