Quarterly of Educational Measurement

Abstract The purpose of this study is to analyze the competencies that influence the acceptance and use of educational technology with a cognitive and motivational approach among teachers and trainers in technical and vocational centers across the country. To achieve this, a mixed-methods approach was used. Data collection included administering a questionnaire to a sample of 190 teachers and trainers from technical and vocational centers nationwide, as well as semi-structured interviews with 18 experts, specialists, and knowledgeable individuals. The questionnaire’s face and content validity were confirmed by experts, while convergent and divergent validity were used to examine construct validity. Reliability was assessed using Cronbach’s alpha and composite reliability. Data analysis employed descriptive and inferential statistics, along with structural equation modeling using Smart PLS and SPSS software. The results revealed significant findings across 12 components of integrated cognitive and motivational competencies among teachers and trainers. The ranking highlighted educators’ professional skills, the development of creativity and innovation through technology, and motivation for change and curiosity as key competencies. The structural equation model demonstrated that all identified components were significantly related to these constructs, confirming their explanatory power.