The Effect of Preservice English Teachers’ Design Thinking on Their ICT Competencies in Hebei: The Mediating Role of ICT Integration Self-Efficacy Beliefs
Bibliographic record
Abstract
This study explored the relationship between design thinking, self-efficacy beliefs for integrating information and communication technology (ICT), and ICT competencies of pre-service English teachers (PSETs) in Hebei Province, China. The convenience sampling is used, and participants included 350 PSETs enrolled in four teacher-training colleges in Hebei. Questionnaires were administered to the study participants using the Design Thinking Scale, ICT Integration Self-Efficacy Scale, and ICT Competencies Scale. SPSS25 and AMOS25 were used to analyze the data, and the conclusion of this study was that design thinking has a significant positive effect on ICT competencies, and ICT integration self-efficacy plays a mediating role in the effect of design thinking on ICT competencies. Based on the results of the study, a teaching reform model framework is proposed in conjunction with the English teacher-training program in Hebei Province, China, with a view to providing a reference for future English teacher-training program teaching reform.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".