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<p>This study examined preschool teachers’ attitudes toward ICT-supported education in Türkiye and Brunei Darussalam and explored whether these attitudes were associated with country, teaching experience, and highest educational qualification. A descriptive comparative survey design was used. Data were collected from 397 preschool teachers, including 131 from Türkiye and 266 from Brunei Darussalam. Participants completed a 20-item attitude scale, with negatively worded items reverse-coded so that higher scores indicated more favorable attitudes toward ICT-supported education. Internal consistency was examined using Cronbach’s alpha and McDonald’s omega, and cross-country comparability was evaluated through measurement invariance testing. A general linear model was then used to examine the associations between ICT attitude scores, country, teaching experience, highest educational qualification, and their interaction terms. Descriptive results showed that teachers in Türkiye reported higher ICT attitude scores (<i>M</i> = 82.53, SD = 10.40) than teachers in Brunei Darussalam (<i>M</i> = 75.92, SD = 11.57). Reliability was satisfactory in both contexts, with Cronbach’s alpha values of 0.88 and 0.92 and McDonald’s omega values of 0.89 and 0.93 for Türkiye and Brunei Darussalam, respectively. Scalar invariance was supported, indicating that country-level mean comparisons were interpretable. In the general linear model, country was a significant predictor of ICT attitude scores (<i>B</i> = 6.12, <i>p</i> &lt; 0.001), whereas teaching experience, highest educational qualification, and the interaction terms were not statistically significant. In a covariate-adjusted sensitivity model, the country effect was reduced but remained statistically significant, while prior ICT-related professional development and regular access to ICT resources at school were significant positive predictors. The findings suggest a country-level difference in preschool teachers’ ICT attitudes; however, this difference is interpreted as a contextual pattern rather than causal evidence of national policy, institutional support, or cultural effects.</p>

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Preschool teachers’ attitudes toward ICT-supported education in Türkiye and Brunei Darussalam: a cross-cultural comparative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月30日

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  • Abdülkadir Kabadayı,
  • Ümit Ünsal Kaya,
  • Asmah Morni

摘要

This study examined preschool teachers’ attitudes toward ICT-supported education in Türkiye and Brunei Darussalam and explored whether these attitudes were associated with country, teaching experience, and highest educational qualification. A descriptive comparative survey design was used. Data were collected from 397 preschool teachers, including 131 from Türkiye and 266 from Brunei Darussalam. Participants completed a 20-item attitude scale, with negatively worded items reverse-coded so that higher scores indicated more favorable attitudes toward ICT-supported education. Internal consistency was examined using Cronbach’s alpha and McDonald’s omega, and cross-country comparability was evaluated through measurement invariance testing. A general linear model was then used to examine the associations between ICT attitude scores, country, teaching experience, highest educational qualification, and their interaction terms. Descriptive results showed that teachers in Türkiye reported higher ICT attitude scores (M = 82.53, SD = 10.40) than teachers in Brunei Darussalam (M = 75.92, SD = 11.57). Reliability was satisfactory in both contexts, with Cronbach’s alpha values of 0.88 and 0.92 and McDonald’s omega values of 0.89 and 0.93 for Türkiye and Brunei Darussalam, respectively. Scalar invariance was supported, indicating that country-level mean comparisons were interpretable. In the general linear model, country was a significant predictor of ICT attitude scores (B = 6.12, p < 0.001), whereas teaching experience, highest educational qualification, and the interaction terms were not statistically significant. In a covariate-adjusted sensitivity model, the country effect was reduced but remained statistically significant, while prior ICT-related professional development and regular access to ICT resources at school were significant positive predictors. The findings suggest a country-level difference in preschool teachers’ ICT attitudes; however, this difference is interpreted as a contextual pattern rather than causal evidence of national policy, institutional support, or cultural effects.