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A descriptive correlational design was used. Data from structured questionnaires collected from 100 teachers in selected Northern States (Niger, Kaduna, Kano) were analyzed with Smart PLS 3. Results indicated positive, significant relationships between performance expectancy, effort expectancy, social influence, and behavioural intention, supporting perceived usefulness, ease of use, and social influence as key drivers.",{"@graph":69,"@context":122},[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/science-and-mathematics-teachers-intention-towards-adopting-cl4stem-technology-based-instructional-initiative-to-enhance-higher-order-teaching-with-equity-and-inclusion-in-nigeria/588304/",{"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/science-and-mathematics-teachers-intention-towards-adopting-cl4stem-technology-based-instructional-initiative-to-enhance-higher-order-teaching-with-equity-and-inclusion-in-nigeria/588304.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Nigeria science and mathematics teachers?","Question",{"text":112,"@type":113},"It investigates teachers’ intention to adopt CL4STEM technology-based instructional (OER) modules to enhance higher-order thinking with inclusion and equity (HOTIE).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and sample were used?",{"text":117,"@type":113},"The study used a descriptive correlational design and involved a sample of 100 science and mathematics teachers from selected Northern States in Nigeria (Niger, Kaduna, and Kano).",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors significantly relate to teachers’ behavioural intention?",{"text":121,"@type":113},"Performance expectancy, effort expectancy, and social influence show positive and significant relationships with teachers’ behavioural intention to adopt the CL4STEM OER modules.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588304,1792116793,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Science and Mathematics Teachers’ Intention Towards Adopting CL4STEM Technology-based Instructional Initiative to Enhance Higher Order Teaching with Equity and Inclusion in Nigeria  \nYaki A. Akawo 1*, Mustapha M. Tajordeen2, Kabir S. Fatima3, Hussain B. Mufida4  \n1Department of Science Education, School of Science and Technology, Federal University of Technology Minna, Niger State, Nigeria  \n2Department of Science Education, Faculty of Education, Ibrahim Badamasi Babangida University Lapai, Niger State  \n3Department of Science Education, Faculty of Education, Kaduna State University, Kaduna, Nigeria  \n4Department of Science and Technology Education, Faculty of Education, Bayero University Kano, Kano State, Nigeria  \n*Corresponding author: [yaki.aa@futminna.edu.ng](yaki.aa@futminna.edu.ng)  \nABSTRACT The study examined Nigeria Science and Mathematics Teachers’ intention towards adopting the CL4STEM technology-based instructional (OER) modules to enhance higher-order thinking with Inclusion and Equity (HOTIE). The study adopted a descriptive correlational design. The population of the study was all mathematics and science teachers in some selected Northern States (Niger, Kaduna, and Kano) in Nigeria. The sample size was 100 science and mathematics teachers. The instrument for data collection was structured questionnaires on teachers’ Performance Expectancy, Effort Expectancy, Social Influence, and Behavioural Intention toward adopting the CL4STEM technology-based instructional (OER) modules. Smart PLS version 3, was utilized to test the measurement model, and structural model, and verify the convergent and discriminant validity. The findings show a positive and significant relationship between science and mathematics teachers’Performance Expectancy, Effort Expectancy, Social Influence, and Behavioural Intention toward adopting the CL4STEM technology-based instructional (OER) modules. It was concluded that teachers’ intention to adopt them in their classroom practices was influenced by their perceived usefulness, ease of use, and social influence. The finding suggests that science and mathematics teachers would most likely sustain the use of CL4STEM technology-based instructional (OER) modules to enhance HOTIE in Nigeria.  \nKeywords Performance expectancy, Effort expectancy, Social influence, Behavioural intention  \n1. INTRODUCTION  \nThe world has become a global village due to globalization and technological advances, consequently, integrating technology into classroom teaching and learning is very critical to prepare and equip students with relevant skills to live meaningfully in a digitalized society. Digital-based instruction enhances interaction among learners and between learners and their teachers, promotes meaningful learning, and the acquisition of higher-order thinking skills by students Vasconcelos, Furtado, Pinheiro & Furtado (2020). The adoption of ICTin teaching has also been established to enhance inclusion and equitable quality learning. In the present 21st-century digital world being propelled by the knowledge economy and the evolving fourth industrial revolution, low-level thinking skills are no longer sufficient for students to thrive. Therefore, one of the core elements of the revolution and advancement in  \n21st-century education is the implementation of higherorder thinking skills, which incorporates logical, critical, reflective, metacognitive, and creative thinking (Gopalan & Hashim, 2021).There is also global advocacy for inclusion and equitable educational opportunities for all.  \nDespite the potential of technology integration for teaching, it is reported that teachers seldom integrate technology specifically Open Educational Resources (OERs) into their classroom instruction (Fraillon, Ainley, Schulz, Friedman & Duckworth, 2019) . In Nigeria, studies have revealed that science teachers have positive attitudes toward the use of ICT in education but seldom integrate ICT in teaching and learning (Yaki, Kor","cbCairSx3n3UxxuN","https://ap.wps.com/l/cbCairSx3n3UxxuN","pdf",547010,"English","# Introduction\n## Background and rationale\n## Need for ICT and OER integration\n## CL4STEM project and instructional innovation\n# Abstract\n## Study design and sample\n## Measurement and analysis\n## Key findings and conclusions","[{\"question\":\"What does the study investigate about Nigeria science and mathematics teachers?\",\"answer\":\"It investigates teachers’ intention to adopt CL4STEM technology-based instructional (OER) modules to enhance higher-order thinking with inclusion and equity (HOTIE).\"},{\"question\":\"What research design and sample were used?\",\"answer\":\"The study used a descriptive correlational design and involved a sample of 100 science and mathematics teachers from selected Northern States in Nigeria (Niger, Kaduna, and Kano).\"},{\"question\":\"Which factors significantly relate to teachers’ behavioural intention?\",\"answer\":\"Performance expectancy, effort expectancy, and social influence show positive and significant relationships with teachers’ behavioural intention to adopt the CL4STEM OER modules.\"}]","Science and Mathematics Teachers’ Intention Towards Adopting CL4STEM Technology-based Instructional Initiative to Enhance Higher Order Teaching with Equity and Inclusion in Nigeria | PDF",1792064971,23]