The strong wave of change due to the rapid innovations in digital technologies accelerated societal transformation. This transformation is called Society 5.0, which integrates physical, digital, and biological systems into the next phase of human-centric development (Ponraj et al., 2024). The effect of the digital movement of Society 5.0 is seen in education in terms of supporting teaching and learning via information and communication technologies (ICTs) such as Web 2.0 learning technologies, visual aids, and digital instructions (Lai et al., 2022; Xie et al., 2019). The implementation of ICT in education provides plenty of benefits thanks to its contribution to teaching and learning by engaging active processes (Tinio, 2003). It was stated that ICT promotes students’ cognitive acceleration and helps link science with the real world (Webb, 2005). Hendersen (2020) explained the implementation of ICT in education as an effective way of learning for students since it promotes independent learning and creativity. Therefore, teachers’ disposal of ICT is crucial for students’ education to keep up with contemporary society (Albalá Genol et al., 2023). Teachers’ adoption of ICT might be explained depending on different variables. For instance, Lawrence and Tar (2018) classified the factors of teachers’ adoption and integration of ICT in teaching and learning as teacher-level factors (attitude towards ICT, teachers’ ICT knowledge, and resistance to change), technological factors (compatibility, perceived usefulness, perceived ease of use, and benefits of using ICT) and institutional-level factors (leadership support and resources). Among them, attitude towards ICT as a teacher-level factor received special interest since one’s completion of the task successfully tended to believe about performing it (Bandura, 1986). In other words, the adoption of ICT in education is related to the acceptance of teachers and is affected by their attitudes toward technological tools (Zhou et al., 2010). Attitude is a psychological construct that enacts one’s response to an object, person, or situation in harmony with cognitive, affective, and behavioral aspects (Ajzen, 1989). Some theories explain its formation. One of them is the theory of planned behaviour (Ajzen, 1991). According to his theory, intention and perceived behavioural control can predict behaviour both independently and in conjunction. There are three antecedents of intention: attitude toward behaviour, subjective norm, and perceived behavioural control. Attitude toward behaviour is related to the positive or negative appreciation about performing the behaviour while subjective norm means to the perceived social pressure about whether or not performing the behaviour and perceived behavioural control refers to the perception of one’s ability to perform the behaviour based on resources, skills, or obstacles. In the light of the attitudinal theories, the attitude of teachers towards ICT was described as the integration of computer hardware and software, the Internet, and other digital tools in education (Dixit & Kaur, 2015) and the sources related to the integration of it in education were determined (Ertmer, 1999). A vast number of studies indicate the role of training, the interaction between colleagues, the belief in competencies and skills, and attitudes of pre-service teachers and in-service teachers as first-order and second-order barriers to the adoption of ICT in education  (Oparah et al., 2017; Zhou et al., 2010). Since the gulf between the alleged and actual classroom practice of ICT might be closed if ICT  implementation of in-service teachers is taken care of, this study focuses on both novice and experienced in-service teachers’ attitudes toward adopting ICT in education.  The following research question guided the study: “How are the teachers’ attitudes toward adopting information and communication technologies in education based on their teaching experiences?”

The present study used basic qualitative research to investigate novice and experienced teachers’ attitudes toward adopting ICT in education since how novice and experienced teachers’ construction of the meaning of ICT shaped their attitudes was examined. Novice and experienced teachers were selected from schools with technological facilities to decrease the possibility of error by purposive sampling. There are three novice, and three experienced female science teachers participated in the study. To investigate their attitudes toward the adoption of ICT in education, semi-structured interviews were utilized. The interview protocol was prepared based on the theoretical framework of the theory of planned behaviour presented by Ajzen (1991). The questions in the interview protocol were centred around how, where, when, and why teachers implement ICT in their teaching practices. The interview protocol was utilized with the participants individually through a web conferencing platform and verbatim transcription was done via speech-to-text software. To analyze the data, content analysis was employed. The deductive method was operated for the content analysis for coding data by using the theory of planned behaviour of Ajzen (1991). Since the attitudes of novices and experienced teachers toward ICT in education were under study, the explanation of the components of the theory of planned behaviour was taken as codes concerning the ICT context. Therefore, attitude toward behaviour was adapted to the usage of ICT in education as “teacher’s positive or negative evaluation of usage of ICT in teaching practice” and subjective norm, another antecedent of behavior, defined as “teacher’s perceived social pressure on the usage of ICT in teaching practice” while perceived behavioral control was described as “Teacher’s perception of her ability to use ICT in teaching practice concerning her skills resources, or obstacles”. While estimators of intention were adapted as mentioned, behavioural intention was adapted as “Teacher’s readiness or plan to use of ICT in teaching practice.”

Firstly, in terms of attitude toward behaviour, both novice and experienced teachers have positive attitudes toward the integration of ICT in their learning and teaching practices. Novice and experienced teachers generally tend to use ICTs in their teaching practices because of the easiness of the content presentation through them. Moreover, both groups of in-service teachers have a positive evaluation of the usage of ICT in instructions because of offering a meaningful learning environment. When two groups of teachers’ attitudes toward ICT in preparation of course materials were compared, it was seen that novice teachers had adopted ICT more than experienced teachers. Another major finding of the present study is that ICTs were utilized by both novice and experienced teachers for experimentation in the case of insufficient materials for conducting experiments. Secondly, related to the subjective norm of the theory of planned behaviour, superstructural and infrastructural characteristics have an impact on both novice and experienced teachers. In addition to the structural characteristics, school culture is another factor that enhances the experienced teachers’ adoption of ICT in their teaching practices more than novice teachers. Thirdly, concerning perceived behavioral control, there were differences between novice and experienced teachers. Although training about the integration of ICT in education is determined as the reason for teachers’ high level of perceived control, novice teachers were differentiated from experienced teachers by resolving technical problems by themselves. Fourthly, for the intentions, both novice and experienced teachers have intentions to adopt ICT in their learning and teaching practices in the condition that more training about ICT is provided. Consequently, this study attempts to contribute to the literature by presenting the role of years of experience in teachers’ attitudes toward ICT adoption in science education.

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