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The study determines factors influencing secondary teachers’ beliefs about incorporating ICT into mathematics instruction. Using a quantitative SPSS-based survey of 422 secondary school teachers across 32 Vietnamese provinces and cities, results show significant effects from teachers’ self-efficacy and perceived norms from colleagues and students, while ICT support and superior norms show minimal influence.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-shaping-teachers-beliefs-about-ict-use-in-mathematics-teaching/599512/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-shaping-teachers-beliefs-about-ict-use-in-mathematics-teaching/599512.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study determines the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A survey study using quantitative analysis with SPSS was conducted using Likert-scale questionnaires with 422 secondary school teachers from 32 provinces and cities in Vietnam.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors significantly influence teachers’ ICT beliefs?",{"text":121,"@type":113},"Teachers’ self-efficacy beliefs and subjective norms from colleagues and students significantly influence secondary school teachers’ beliefs about integrating ICT.",{"name":123,"@type":110,"acceptedAnswer":124},"Which factors show minimal influence on teachers’ ICT beliefs?",{"text":125,"@type":113},"Beliefs about ICT support and subjective norms from superiors have minimal influence on teachers’ beliefs.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},599512,1792166430,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2026, 18(1), ep629  \n ISSN: 1309-517X (Online)   \n OPEN ACCESS  Research Article  \nFactors shaping teachers’ beliefs about ICT use in mathematics teaching  \nDuong Huu Tong 1  \n 0000-0002-4522-9760  \nHoang Thi Nguyen 2  \n 0009-0002-9348-6072  \nTien-Trung Nguyen 3  \n 0000-0002-3320-8962  \nTrinh Tuyet Thi Le 4  \n 0000-0003-3970-9773  \nXuan Mai Vo 4  \n 0009-0006-1972-3999  \nLe Viet Minh Triet 1  \n 0000-0002-3949-2618  \nTang Minh Dung 2*  \n 0000-0001-5401-1395  \n1 School of Education, Can Tho University, Can Tho City, VIETNAM  \n2 Ho Chi Minh City University of Education, Ho Chi Minh City, VIETNAM  \n3 VNU University of Education, Ha Noi, VIETNAM  \n4 Dong Thap University, Dong Thap Province, VIETNAM  \n* Corresponding author: [dungtm@hcmue.edu.vn](dungtm@hcmue.edu.vn)  \nCitation: Tong, D. H., Nguyen, H. T., Nguyen, T.-T., Le, T. T. T., Vo, X. M., Triet, L. V. M., & Dung, T. M. (2026) . Factors shaping teachers’ beliefs about ICT use in mathematics teaching. Contemporary Educational Technology, 18(1), Article ep629 .  \n[https://doi.org/10.30935/cedtech/17893](https://doi.org/10.30935/cedtech/17893)  \nARTICLE INFO ABSTRACT  \nReceived: 8 Aug 2025 While information and communications technology (ICT) plays an increasingly pivotal role in Accepted: 12 Jan 2026 transforming mathematics teaching and learning, the influence of teachers’ beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices.  \nThis study was conducted to determine the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers’ beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.  \nKeywords: teachers’ beliefs, ICT, factors, mathematics teachers, mathematics teaching  \nINTRODUCTION  \nICT Effectiveness and Teachers’ Beliefs  \nIn recent years, especially after the COVID-19 pandemic, information and communication technology (ICT) has had an increasingly profound impact on education (Lomos et al., 2023) . Thanks to the development of ICT, students and teachers can access a tremendous amount of knowledge from all over the world (Saxena, 2017), learners can study independently and flexibly anytime and anywhere (Bütün & Karakuş, 2021), as well as participate in interactive learning activities such as online learning, group discussions through digital platforms without being limited by geographical conditions (Bütün & Karakuş, 2021; Kaware & Sain, 2015) . With these strengths, ICT has been applied to teaching and learning mathematics in countries worldwide, contributing to the improvement of teaching and learning mathematics (Thurm & Barzel, 2020) . In mathematics education, ICT has significantly impacted teaching and learning processes as teachers have incorporated technological components into classroom and virtual learning environments, utilizing a variety of hardware, software, multimedia, and delivery systems (Saxena, 2017) . Along with hardware devices such as computer and presentation devices, ICT in mathematics classrooms includes various types of general technology (e.g., authoring tools, online exercise platforms, online video clips, social media, and learning management systems), and mathematical te","cbCail215sSy5emI","https://ap.wps.com/l/cbCail215sSy5emI","pdf",474610,"English","# ARTICLE INFO\n## ABSTRACT\n# INTRODUCTION\n## ICT Effectiveness and Teachers’ Beliefs","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study determines the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A survey study using quantitative analysis with SPSS was conducted using Likert-scale questionnaires with 422 secondary school teachers from 32 provinces and cities in Vietnam.\"},{\"question\":\"Which factors significantly influence teachers’ ICT beliefs?\",\"answer\":\"Teachers’ self-efficacy beliefs and subjective norms from colleagues and students significantly influence secondary school teachers’ beliefs about integrating ICT.\"},{\"question\":\"Which factors show minimal influence on teachers’ ICT beliefs?\",\"answer\":\"Beliefs about ICT support and subjective norms from superiors have minimal influence on teachers’ beliefs.\"}]","Factors shaping teachers’ beliefs about ICT use in mathematics teaching | PDF",1792088906,48]