Beyond adoption and competence: a multi-level socio-technical framework for ICT integration in education

Abstract

This conceptual paper aims to develop a multi-level socio-technical framework explaining meaningful Information and Communication Technology (ICT) integration in education. Through theoretical synthesis of Diffusion of Innovation (DOI), Technological Pedagogical Content Knowledge (TPACK) and Four in Balance (FiB), it examines interactions between organisational conditions, teacher expertise and innovation adoption. The resulting framework conceptualises ICT integration as a dynamic, recursive process characterised by mutually reinforcing relationships and feedback mechanisms. It concludes that sustainable pedagogical transformation depends on the alignment of organisational, technological and teacher-level factors rather than isolated interventions. The framework provides a theoretical foundation for future empirical investigation and educational policy development.