IJIET 2026 Vol.16(4): 950-958
doi: 10.18178/ijiet.2026.16.4.2566
doi: 10.18178/ijiet.2026.16.4.2566
Factors Influencing Algorithmic Thinking among Pre-Service Primary Teachers: A Structural Equation Modeling Approach
Thai Doan Thi Minh, Huong Le Thi Thu*, Duong Lam Thuy, Binh Le Thi,
and Vinh Nguyen Huy
Faculty of Primary Education, Thai Nguyen University of Education, Thai Nguyen, Vietnam
Email: thaidtm@tnue.edu.vn (T.D.T.M.); lethithuhuong@tnue.edu.vn (H.L.T.T.); duonglt@tnue.edu.vn (D.L.T); binhlt@tnue.edu.vn (B.L.T.); vinhnh@tnue.edu.vn (V.N.H.)
*Corresponding author
Email: thaidtm@tnue.edu.vn (T.D.T.M.); lethithuhuong@tnue.edu.vn (H.L.T.T.); duonglt@tnue.edu.vn (D.L.T); binhlt@tnue.edu.vn (B.L.T.); vinhnh@tnue.edu.vn (V.N.H.)
*Corresponding author
Manuscript received September 28, 2025; revised October 9, 2025; accepted November 14, 2025; published April 13, 2026
Abstract—Algorithmic Thinking (AT) is increasingly recognized as a vital 21st-century competency, especially within the context of educational digital transformation. This study investigates the factors influencing AT among prospective primary school teachers by developing and validating a theoretical framework using Structural Equation Modeling (SEM). Data were gathered from 215 Primary Education students enrolled in several pedagogical universities in Northern Vietnam. The results reveal that Programming Competence (PC) (β = 0.334, p < 0.05) and Learning Environment (LE) (β = 0.290, p < 0.05) significantly and directly impact this competence, while Learning Attitude (LA) (β = 0.294, p < 0.05) and Technological Self-Efficacy (TSE) (β = 0.436, p < 0.05) exert indirect effects through PC. Logical Thinking (LT), however, shows no significant influence in the model, indicating the need for further exploration of potential mediating or moderating factors. This study contributes novel evidence by validating a multidimensional structural model of AT among pre-service teachers in a developing-country context, thereby extending existing frameworks of computational and digital competence to the field of primary teacher education. The findings contribute to the theoretical discourse on AT in teacher education and offer practical insights for the design of teacher training programs, particularly in fostering programming practice, technological integration, and supportive learning environments.
Keywords—algorithmic thinking, prospective primary school teachers, structural equation modeling, programming competence, learning environment
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—algorithmic thinking, prospective primary school teachers, structural equation modeling, programming competence, learning environment
Cite: Thai Doan Thi Minh, Huong Le Thi Thu, Duong Lam Thuy, Binh Le Thi, and Vinh Nguyen Huy, "Factors Influencing Algorithmic Thinking among Pre-Service Primary Teachers: A Structural Equation Modeling Approach," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 950-958, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).