Validation of the Model of Technology Integration with Education in Iraq
Keywords:
Lived experiences, teachers, technology integration in educationAbstract
This study aimed to design and validate a model of technology integration with education based on the lived experiences of teachers in Babylon Province, Iraq. A quantitative descriptive-survey design was employed. The study population included all teachers in Babylon Province (N=500), from which 375 were selected through convenience sampling based on Krejcie and Morgan’s table. Data were collected using a researcher-developed questionnaire containing 131 items across 17 components and four main dimensions. Face, content, and construct validity were confirmed through CVR and CVI indices, while internal consistency was verified with a Cronbach’s alpha of 0.93. Confirmatory Factor Analysis (CFA) using AMOS23 was conducted to assess model fit, employing indices such as NFI, IFI, TLI, CFI, and RMSEA. The CFA results confirmed that all components had significant factor loadings and acceptable model fit (CFI=0.96; RMSEA ranged from 0.04 to 0.07). The validated model consisted of four major dimensions: (1) Enhancing Teacher–Student Educational Experiences (e.g., learning engagement, meaningful learning, and personalization), (2) Teacher Empowerment (e.g., professional and research capacity strengthening, knowledge sharing), (3) Challenges of Applying Technology in Education (e.g., access difficulties, infrastructural barriers), and (4) Strengthening Stakeholder Interactions in Education (e.g., family engagement, rapid feedback, socio-emotional connection). Reliability coefficients for all dimensions exceeded 0.80, confirming the structural stability of the model. The validated model demonstrated high theoretical and empirical consistency and can serve as a practical framework for integrating technology into Iraq’s educational system. It provides valuable guidance for policymakers and education managers to enhance teacher competencies, improve digital learning quality, and overcome challenges in technology-based instruction.
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Copyright (c) 2025 ضياء هادي حسين (نویسنده); نرگس سعيديان خوراسگانی; حيدر حاتم فالح العجرش , نصراله قشقائی زاده (نویسنده)
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