Assessing academic staff’s ICT integration in higher education: instrument development and validation

The increasing utilization of educational technologies advances the information communication technology (ICT) integration process in higher education. The demand and standard of ICT integration are changing with the development of digital contexts, and while much attention has been placed on building an ICT-enabled teaching and learning environment, little has been given the effectiveness of technology transformation within an institution from a holistic perspective. It is thus difficult to assess a university’s ICT integration level and the outcomes of ICT integration. Therefore, the purpose of this article is to describe an ICT integration standard that can function as a reliable measurement or guide in the higher education context. The development consisted of three steps: first, through literature review, ICT integration into institutional policy, culture, infrastructure, training, teaching, and learning were established as six constructs of the model, and questionnaire items in this framework were adapted from existing instruments; second, a cross-sectional survey of the model was validated through a pilot study; and last, the final questionnaire survey was completed by 318 teachers in a case university, and the measurement items and structure were tested through exploratory factor analysis indicates and confirmatory factor analysis indicates. A six-dimensional, 28-item assessment instrument was empirically validated to examine the general condition and outcomes of institutional ICT integration, thereby contributing to an in-depth understanding of the necessary components and paths to achieve ICT integration for educators.