In recent years, integrating Information and Communication Technologies (ICT) into teaching has become essential. This study aims to examine the factors that influence pre-service teachers’ intention to adopt ICT in their future teaching, with a particular focus on faculty support and ICT competencies. Grounded in the extended Technology Acceptance Model, the research investigates whether Perceived Usefulness (PU), Perceived Ease of Use (PEU), and ICT Competencies for Instructional Design (ICTC_ID) and Pupil Use (ICTC_PU), along with faculty support measured as Synthesis of Qualitative Evidence (SQD), predict Behavioural Intention (BI) to use ICT. Data from 315 pre-service teachers at the University of Kragujevac, Faculty of Education, were analysed using structural equation modeling. The model explained 66.3% of the variance in BI, with PU, PEU, and ICTC_PU directly influenc ing BI, while SQD significantly predicted both ICT competencies directly and indirectly through PU and PEU. These findings underscore the pivotal role of faculty support in developing ICT competencies and strengthening BI, offering valuable pedagogical implications for teacher education programmes to enhance instructional strategies, mentorship, and hands-on technology experiences.
