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Abstract
Integrating blended learning under the Fourth Industrial Revolution imperative requires shifting educational focus from hardware distribution to frontline teacher readiness. This study evaluated the collective and unique predictive weights of teachers’ technological knowledge (TK), perceptions and motivation, and general teaching approaches on actual classroom technology use within the resource-constrained Ethiopian secondary school context. A non-experimental, explanatory quantitative survey design was deployed with 53 educators in Central Ethiopia Region. Due to significant baseline non-normality across variables determined by a one-sample Kolmogorov-Smirnov test (p < .05), parameter estimates and objectives were tested via robust multiple linear regression utilizing 2,000 bootstrap resamples. The overall regression model was statistically highly significant, F(3, 49) = 5.056, p = .004, collectively explaining 23.6% (R2 = .236) of the total variance in classroom technology utilization. Individually, TK was the sole statistically significant unique positive predictor (β = .370, B = 0.201, p = .009, bias-corrected accelerated 95% confidence interval [0.064, 0.376]), uniquely explaining 13.6% of the variance. Conversely, general teaching approaches (β = .285, p = .089) and perception and motivation (β = .025, p = .864) carried no significant unique predictive weight. Positive psychological perceptions are secondary to concrete technical mastery. Educational policymakers must prioritize hands-on, domain-specific technological capacity building over simple mindset advocacy to achieve sustainable classroom digital transformation.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2920
https://doi.org/10.29333/ejmste/19344
Publication date: 23 Sep 2026
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