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\nExploring EFL teachers’ beliefs about technology integration: Applying the PBT model in Chinese higher education  \nYuncai Liu 1,2*  \n 0009-0004-3272-5337  \nFahainis Mohd Yusof 1  \n 0000-0003-3278-6522  \n1 School of Education, Universiti Utara Malaysia, Sintok, MALAYSIA  \n2 Guangdong University of Science and Technology, Dongguan, CHINA  \n*  \nCorresponding author: [liu_yuncai@ahsgs.uum.edu.my](liu_yuncai@ahsgs.uum.edu.my)  \nCitation: Liu, Y., & Yusof, F. M. (2026) . Exploring EFL teachers’ beliefs about technology integration: Applying the PBT model in Chinese higher education. Contemporary Educational Technology, 18(2), Article ep655 .  \n[https://doi.org/10.30935/cedtech/18533](https://doi.org/10.30935/cedtech/18533)  \nARTICLE INFO ABSTRACT  \n\n| Received: 24 Nov 2025\u003Cbr>Accepted: 11 Apr 2026 | Despite extensive promotion of digital technology as a driver of educational reform, its effective integration depends on teachers’ pedagogical beliefs. However, the beliefs influencing English as a foreign language (EFL) teachers’ utilization of technology, and the factors underlying them, have not been sufficiently examined, particularly in the Chinese context, where national policies strongly promote the adoption of technology. This qualitative case study, guided by the Pedagogical Beliefs-Technology (PBT) model, examined teachers of College English from four Chinese universities via in-depth interviews. The findings reveal that EFL teachers displayed both teacher-centered beliefs, which perceive technology as a supplemental tool helping alleviate workload and enhance classroom engagement, and student-centered beliefs, which employ it to enrich and update the curriculum, indicating the multidimensionality of pedagogical beliefs. Moreover, individual, institutional, and policy factors further influence these beliefs. This study reveals the interaction between teachers’ beliefs and teaching contexts, further supporting and extending the applicability of the PBT model in exploring technology integration and teacher beliefs. It provides empirical evidence for future research and supplies practical insights for technology integration in EFL higher education.\u003Cbr>Keywords: technology integration, teacher beliefs, EFL context, PBT model |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe widespread adoption of digital technologies in English education has significantly transformed language teaching methodologies and enhanced the effectiveness of learning and instructional practice (Zhang & Zou, 2022). Digital tools are profoundly transforming traditional, teacher-centered language teaching models, stimulating learners and educators alike to cultivate more creative and critical ways of thinking (Zhang, 2023). These digital tools create authentic language-learning spaces that effectively stimulate language output and classroom interaction, thereby leading to diverse and meaningful language use (Wang, 2024) . Research indicates that learners studying English on gaming platforms, social media, other digital platforms, and in blended learning environments have drastically different learning outcomes (Calafato & Clausen, 2024; Moradi, 2025; Rød & Calafato, 2023). Moreover, digitalized instruction fosters greater interactivity in teaching and learning, as learners, teachers, environments, and media can engage and collaborate even across physical distances (Solodka et al., 2021) . Particularly within the field of English language teaching, the technologies employed can provide learners with timelier and more personalized. This prompt and bespoke feedback significantly enhances engagement throughout the learning process, ultimately leading to improved teaching outcomes and an enjoyable, optimized learning experience (Huang & Teo, 2021; Huang et al., 2019; Marchlik et al., 2021; Qaddumi et al., 2023). However, these benefits are not  \nuniversally re","cbCaidCNdIEjRnS9","https://ap.wps.com/l/cbCaidCNdIEjRnS9","pdf",374738,"English","# Article overview\n## Abstract\n## Keywords\n# Introduction\n## Background on digital technology in English education\n## Teachers’ beliefs and technology integration","[{\"question\":\"What model guides the study on EFL teachers’ technology use?\",\"answer\":\"The study is guided by the Pedagogical Beliefs-Technology (PBT) model, focusing on how pedagogical beliefs relate to technology integration.\"},{\"question\":\"How do teacher-centered and student-centered beliefs differ in technology use?\",\"answer\":\"Teacher-centered beliefs view technology as a supplemental tool for workload relief and classroom engagement, while student-centered beliefs use technology to enrich and update the curriculum and support active learning.\"},{\"question\":\"Which factors, besides beliefs, influence teachers’ technology integration?\",\"answer\":\"The findings indicate that individual, institutional, and policy factors further influence teachers’ beliefs and, consequently, their technology integration.\"}]","Exploring EFL teachers’ beliefs about technology integration: Applying the PBT model in Chinese higher education | PDF",1792088926,48]