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<p>Technical and vocational education and training (TVET) systems are increasingly expected to integrate information and communication technology (ICT) into teaching, yet less is known about how teachers interpret ICT use under resource-constrained teaching conditions. This qualitative interview-based study examined how 15 TVET teachers in Hebei Province, China, described the perceived pedagogical value, social and institutional expectations, and feasibility conditions surrounding ICT integration. Semi-structured interviews were analyzed using inductive thematic analysis, with the Theory of Planned Behavior used as a later interpretive lens. Three themes were identified. Teachers valued ICT conditionally, especially when it supported visualization, participation, workload management, or lesson preparation, but noted limits related to pedagogical fit, lesson type, and student readiness. Social expectations were uneven: student and colleague influences were mainly informal, whereas leadership expectations were more directive. Perceived feasibility depended on technical mastery, infrastructure reliability, preparation time, and perceived student regulation. The findings reflect teachers’ narrated perceptions rather than observed classroom behavior and offer context-sensitive implications for ICT integration in resource-constrained TVET settings.</p>

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TVET teachers’ perceptions of ICT integration in resource-constrained teaching contexts: a qualitative thematic analysis of interviews from Hebei, China

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  • 发表日期：

    2026年7月17日

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  • Tai Zhang,
  • Normala Binti Ismail,
  • Muhd Khaizer Omar

摘要

Technical and vocational education and training (TVET) systems are increasingly expected to integrate information and communication technology (ICT) into teaching, yet less is known about how teachers interpret ICT use under resource-constrained teaching conditions. This qualitative interview-based study examined how 15 TVET teachers in Hebei Province, China, described the perceived pedagogical value, social and institutional expectations, and feasibility conditions surrounding ICT integration. Semi-structured interviews were analyzed using inductive thematic analysis, with the Theory of Planned Behavior used as a later interpretive lens. Three themes were identified. Teachers valued ICT conditionally, especially when it supported visualization, participation, workload management, or lesson preparation, but noted limits related to pedagogical fit, lesson type, and student readiness. Social expectations were uneven: student and colleague influences were mainly informal, whereas leadership expectations were more directive. Perceived feasibility depended on technical mastery, infrastructure reliability, preparation time, and perceived student regulation. The findings reflect teachers’ narrated perceptions rather than observed classroom behavior and offer context-sensitive implications for ICT integration in resource-constrained TVET settings.