Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines

Abstract

With technology integration efforts expanding to early childhood education globally, assessing preschool teachers’ technological competence beliefs is imperative. However, most existing tools measuring teachers’ information and communication technology (ICT) competence beliefs focused on primary through secondary grades. This study examined the factorial validity, reliability, and measurement invariance of the Basic ICT Competence Beliefs (BICB) questionnaire among 209 preschool teachers in Hong Kong and the Philippines. Confirmatory factor analyses supported the original nine-factor structure over plausible alternative models. All factors showed good reliability (α = 0.83 to 0.91) and theoretically meaningful factor intercorrelations. Multigroup CFA results supported the measurement invariance of the scale. Specifically, the results demonstrated the configural, metric, scalar, and strict invariance across cultural groups. Findings provide further validity for the BICB as a psychometrically sound instrument for assessing preschool teachers’ ICT competence beliefs within and across contexts. The BICB can help identify teacher strengths and needs, guide professional development, and evaluate technology integration efforts in early childhood education in Asia.