Mediating Effect of Internet of Toys on the Correlation between Teacher Training in Information and Communication Technology and Cooperative Learning Implementation

Implementation of cooperative learning remains poor. Utilizing a predictive research design and analyzing 250 samples using mediation analysis, this study investigated the relationship between Teacher Training in ICT, the Internet of Toys (IoToys) usage, and Cooperative Learning Implementation. Pearson correlation analysis indicated that both teacher training in ICT (r = .569, p = .002) and IoToys usage (r = .671, p = .000) share moderately high, statistically significant positive correlations with cooperative learning. Path modeling demonstrated that when controlling for IoToys usage, the direct effect of teacher training on cooperative learning becomes non-significant (β = -0.019, p = .448), while the indirect effect through IoToys is strongly significant (β = .562, p = .000), confirming that the Internet of Toys acts as a total mediator. These findings validate Bandura’s Social Cognitive Theory, proving that abstract technical training does not automatically translate into interactive classroom behaviors unless it is operationalized through smart, tangible environmental tools. It is concluded that school resource reallocation toward interactive IoToys is required to optimize ICT training frameworks. Future research should replicate this study across diverse regional locales to confirm these structural patterns and validate the generalizability of these claims.