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Background Strong digital pedagogy depends not only on access to technology, but also on whether teachers feel ready to use it and actually bring it into classroom practice. This study investigated how teacher self-efficacy, pedagogical motivation, ICT utilization, and technology-integrated teaching are related. Methods This quantitative explanatory survey involved 408 senior high school teachers in Riau Province, Indonesia. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) at a significance level of 0.05. Results Teacher self-efficacy positively and significantly predicted both ICT utilization and technology-integrated teaching. Teacher motivation positively predicted ICT utilization, but it did not show a significant direct effect on technology-integrated teaching. ICT utilization was the strongest indirect pathway linking self-efficacy to technology-integrated teaching, and the sequential pathway through motivation and ICT utilization was also significant. Overall, the model showed substantial explanatory power (R 2 = 0.769) and acceptable fit (SRMR
Amenda et al. (Mon,) studied this question.