The determinants of teachers’ use of ICT for professional classroom practice: The case of Luxembourg

The demands for ICT skills and competences among young people have increased significantly in the last decade. Teachers are at the core of this systemic process of change, and they need to make proper pedagogical use of ICT in their classroom practice to enhance these skills and competences. Using the data from 420 teachers in Luxembourg from the large-scale study International Computer and Information Literacy Study 2018, we identify that within a “technology-driven” approach to digitalization, teachers’ vision and level of expertise with ICT are key determining factors, together with the use of digital learning materials in their work. Leadership and collaboration, in the form of an explicit agreement on setting ICT as a priority for teaching and learning in a school, also prove to be important. These findings have practical implications with regard to defining the policy-making priorities for supporting teachers’ use of ICT in the digital age.