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Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integration. This study bridges that gap by investigating strategies proposed by stakeholders in a college of teacher education, culminating in a theoretical framework. The research was conducted across four Ethiopian colleges of teacher education by employing a constructivist grounded theory. Data were collected through semi-structured interviews and document analysis, involving 23 participants selected through purposive and theoretical sampling. Data analysis was performed using MAXQDA (Version 2020) software. The results revealed six key strategies categorized into teacher-related, institutionrelated, and organization-related. A co-constructed theoretical framework illustrates the roles of various stakeholders in EdTech integration, underpinned by ecological systems theory, diffusion of innovations, and the unified theory of acceptance and use of technology. Credibility was ensured through a memberchecking survey. The study advocates for further quantitative research to evaluate the correlation between strategies and educational technology integration outcomes, with replication across diverse contexts and stakeholders.  \nKeywords: Ethiopia, constructivist grounded theory, educational technology, teacher education, strategies  \nCJLT/RCAT Vol. 51 (1)  \nRésumé  \nLa recherche sur l’intégration des technologies éducatives (EdTech) a largement exploré les déterminants, mais les stratégies restent sous-examinées. Les modèles existants se concentrent principalement sur l’identification des déterminants de l’adoption des technologies, mais ne parviennent pas à proposer des cadres de référence systémiques pour une intégration durable des EdTech. Cette étude comble cette lacune en examinant les stratégies proposées par les parties prenantes dans les établissements de formation des personnes enseignantes, pour aboutir à un cadre théorique. La recherche a été menée dans quatre établissements éthiopiens de formation des personnes enseignantes en utilisantune théorie constructiviste ancrée. Les données ont été collectées par le biais d’entretiens semi-structuréset d’une analyse de documents, impliquant 23 personnes participantes sélectionnées par le biais d’un échantillonnage raisonné et théorique. L’analyse des données a été réalisée à l’aide du logiciel MAXQDA (version 2020) . Les résultats ont révélé six stratégies clés classées en trois catégories : liées à l’enseignant, liées à l’institution et liées à l’organisation. Un cadre théorique coconstruit illustre les rôles des différentes parties prenantes dans l’intégration des EdTech, étayé par la théorie des systèmes écologiques, la diffusion des innovations et la théorie unifiée de l’acceptation et de l’utilisation de la technologie. La crédibilité a été assurée par un sondage de vérification auprès des membres. L’étude préconise la poursuite des recherches quantitatives pour évaluer la corrélation entre les stratégies et les résultats de l’intégration des technologies éducatives, avec une reproduction dans divers contextes etauprès de diverses parties prenantes.  \nMots-clés : Éthiopie, théorie constructiviste ancrée, technologie éducative, formation des personnesenseignantes, stratégies  \nIntroduction  \nDigital educational technology (EdTech) is becoming an indispensable ","cbCaitt65748cwmE","https://ap.wps.com/l/cbCaitt65748cwmE","pdf",480035,25,"English","# Abstract\n# Introduction","[{\"question\":\"What gap does the study address in EdTech integration research?\",\"answer\":\"The study addresses the limited examination of strategies for sustainable EdTech integration. Existing models mainly identify determinants of adoption rather than providing systemic, actionable frameworks.\"},{\"question\":\"How was data collected and analyzed in this research?\",\"answer\":\"Data were collected through semi-structured interviews and document analysis from 23 participants selected via purposive and theoretical sampling. Analysis was conducted using MAXQDA (Version 2020).\"},{\"question\":\"What strategies and theoretical basis were identified?\",\"answer\":\"The results revealed six key strategies grouped into teacher-related, institution-related, and organization-related categories. A co-constructed theoretical framework supports stakeholder roles, grounded in ecological systems theory, diffusion of innovations, and the unified theory of acceptance and use of technology.\"}]","Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia - Volume 51 - Winter / Hiver 2025 | PDF",1792084313,63]