Education 4.0: Considering the Development of Teachers’ Psychological Dispositions Towards the Use of ICT with Kindergarten Children

Since 2020, the COVID-19 pandemic has forced teachers to rapidly adopt Information and Communication Technology (ICT) tools for distance learning, transforming education into an all-digital environment. This shift posed significant challenges, especially for kindergarten teachers accustomed to traditional, face-to-face methods. These changes will have long-term impacts on education, influencing teachers’ attitudes and beliefs, which take time to stabilize and evaluate. The present paper addresses this by posing the question: In 2024, four years after the COVID-19 pandemic, what attitudes have kindergarten teachers developed towards ICT integration in the classroom? For this purpose, the standardized “Intrapersonal Technology Integration Scale” was chosen to assess the beliefs of Italian kindergarten teachers. The study includes 49 kindergarten teachers, all women. Data analysis showed that they have a strong interest in using ICT, indicating a need for ongoing support and training initiatives. However, teachers did not report feeling self-efficacy in using ICT with children in the classroom. This finding is crucial as it can influence their expectations and motivation towards integrating these technologies into daily teaching activities. In conclusion, this study highlights the critical importance of teachers’ attitudes in shaping future learning environments within the Education 4.0 era and provides suggestions to maximize ICT integration starting from early education to better meet the needs of future citizens.