<![CDATA[Despite national policy mandates for STEM and technology integration in Indonesian elementary education, teachers continue to struggle with implementation due to unresolved questions about the cognitive and psychological mechanisms driving adoption behavior. This study examined whether STEM knowledge predicts technology integration through the parallel mediation of intrinsic motivation and growth mindset. Using a quantitative cross-sectional design, data were collected from 267 elementary teachers and analyzed through covariance-based structural equation modeling. The findings revealed that STEM knowledge had a significant direct effect on technology integration (β = 0.296, p < 0.001). The parallel mediation model was supported with intrinsic motivation (β = 0.170, p < 0.001) and growth mindset (β = 0.155, p < 0.001), both of which significantly mediated the relationship. The study concludes that STEM knowledge functions as a foundational cognitive resource that simultaneously activates motivational and mindset mechanisms. These findings imply that teacher preparation programs should integrate STEM content and technology training, while schools should cultivate autonomy-supportive climates and growth-oriented professional cultures to create self-reinforcing developmental ecologies for sustained technology integration.]]>
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