Analysis of Factors Influencing Digital Technology Integration in Middle School Home Economics and Technology Education: Focusing on TALIS 2024

The purpose of this study was to examine the current status of digital technology integration in middle school Technology and Home Economics classes and to empirically identify the personal and school-level factors influencing such practices. For this purpose, data from 176 Korean middle school Technology and Home Economics teachers were extracted from the OECD Teaching and Learning International Survey (TALIS) 2024, and hierarchical regression analysis was conducted. The results showed that the frequency of digital instructional use among technology and home economics teachers was below the moderate level, but relatively higher than the overall average of middle school teachers. In addition, digital technology was more frequently used for whole-class instruction than for individualized learning or personalized feedback. Significant differences in digital integration were found depending on the subject taught. Furthermore, personal factors-such as digital self-efficacy, growth mindset, and digital beliefs—were identified as significant positive predictors of digital integration. Among school-level factors, teacher collaboration was found to have a significant positive effect. These findings suggest that digital technology integration in Technology and Home Economics classes is shaped by the interaction between individual factors and the school environment. Accordingly, this study highlights the need to enhance teachers’ efficacy and beliefs and to provide structural support for fostering collaborative instructional practices.