The integration of different technologies has led to major changes in the education sector. Teachers of different generations have different levels of readiness for using technology, which results in different levels of the techno-work engagement. The aim of this study is to analyse the impact of readiness for using technology on the techno-work engagement of teachers of different generations.
The techno-work engagement is a newly introduced concept and scale based on the notion of work engagement, intended to be used as a construct for describing and measuring employees’ positive affective-motivational well-being at work (Makiniemi et al., 2019). An understanding of the factors that predetermine the techno-work engagement will make possible to increase teachers’ well-being by supporting and developing them as the condition for the employees well-being is to possess sufficient skills in the use of new technologies (Balgiu, 2022; Haepp, 2022).
Analysis of the scientific literature indicates that a larger proportion of older teachers may face greater challenges in implementing educational technologies. In contrast, younger teachers who have been exposed to digital tools during their training often demonstrate greater adaptability and confidence in integrating technology into the teaching and learning process. However, generational differences alone do not fully explain the differences in techno-work engagement, as teachers' readiness for using technology, school readiness and support for the teachers play a key role.
In order to empirically investigate this issue, a quantitative study was carried out with teachers from different generations in different Lithuanian educational institutions. The quantitative data were collected through a written questionnaire survey.
The survey questionnaire is consist of three blocks: 1) demographic questions of the respondents (each respondent was assigned to a generation based on age); 2) the Techno-Work Engagement Scale adapted for Lithuania after the pilot study (TechnoWES-9 consists of nine items that represent three subscales (i.e., techno-vigor, techno-dedication, and techno-absorption), and each is measured by three items (Makiniemi et al., 2020); 3) the Readiness for Using Technology Scale adapted for Lithuania after the pilot study (using the self-reflection tools on digital competences in Education SELFIE and SELFIE for teachers by the European commission).
The statistical analysis of quantitative research data performed using IBM SPSS Statistics 29.0 software.
The following main data analysis methods applied in the research: 1) the Descriptive statistics analysis; 2) the Exploratory Factor Analysis (EFA); 3) The Kruskal Wallis test.
Summarizing the results of the study, it can be concluded that the more prepared a teacher and a school are for using technology, the higher the techno-work engagement. Teachers belonging to younger generations feel more prepared to use technology than teachers belonging to older generations, but teachers belonging to older generations value school readiness more, and younger generations are more critical of schools' readiness to use technology in the teaching / learning process.
The study contributes to the broader discourse on teacher professional development and digital transformation in education by highlighting the connection between generational characteristics, teachers' readiness for using technology, and techno-work engagement.

Keywords: Techno-Work Engagement, Teachers of Different Generations, Readiness for Using Technology.