The integration of digital tools into education has significantly transformed teaching-learning processes, particularly in the context of online classes. While technological advancements have expanded access, flexibility, and innovation in pedagogy, the effectiveness of online education largely depends on teachers, whose attitudes play a decisive role in shaping instructional practices (Ertmer & Ottenbreit-Leftwich, 2010). This theoretical paper critically examines teachers’ attitudes towards digital tools through psychological, pedagogical, and technological perspectives. Drawing upon established frameworks such as the Technology Acceptance Model (Davis, 1989), the Theory of Planned Behavior (Ajzen, 1991), the TPACK framework (Mishra & Koehler, 2006), and Constructivist Learning Theory (Piaget, 1972), the paper explores the multidimensional nature of teachers’ attitudes and their determinants. It further analyzes key influencing factors, pedagogical implications, and persistent challenges such as technostress, digital inequality, and contextual constraints (Tarafdar et al., 2015; UNESCO, 2021). The paper argues for a holistic, dynamic, and context-sensitive understanding of teachers’ attitudes and emphasizes the need for sustained institutional support, continuous professional development, and policy interventions to ensure meaningful and sustainable integration of digital tools in education.
Teachers’ attitude, digital tools, online classes, educational technology, theoretical perspective.
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