本研究旨在探究臺北市公立幼兒園教師使用Canva融入教學現況及使用意圖影響因素。本研究以計畫行為理論為基礎，採問卷調查法進行資料蒐集，共回收377份有效問卷，資料分析方法包括描述性統計、獨立樣本t檢定、單因子變異數、Pearson相關及逐步迴歸分析。研究發現：一、公立幼兒園教師的個人背景（包括年齡、教學年資、職別、每日平均上網時間、是否具備Canva使用經驗）對他們使用Canva融入教學之行為態度、主觀性規範或行為意圖具顯著差異影響；二、具有不同的行為態度、主觀性規範及知覺行為控制的公立幼兒園教師，對使用Canva融入教學的行為意圖呈現顯著的差異。當公立幼兒園教師持肯定態度、接收到他人肯定或具足夠能力與學校資源時，能提升其使用Canva融入教學之意圖，故本研究建議可採舉辦說明會或提供增能管道、培訓種子教師、提供資源整合等策略，以促進教保服務人員使用Canva融入教學。

This study evaluated the integration of Canva into instructional processes and explored factors influencing its adoption among public preschool teachers in Taipei. A questionnaire survey grounded in the theory of planned behavior was conducted for data collection. The survey yielded 377 valid responses. Data analysis methods included descriptive statistics, independent-samples t test, one-way analysis of variance, Pearson correlation analysis, and stepwise regression analysis. Teachers’ personal backgrounds, including their age, years of teaching experience, job position, average daily internet usage, and prior experience with Canva, significantly influenced their behavioral attitudes, subjective norms, and behavioral intentions regarding Canva use. The intention to integrate Canva into teaching practice varied significantly across teachers with various behavioral attitudes, subjective norms, and perceived behavioral control. Overall, the results suggest that public preschool teachers with a positive attitude whoreceive social support and possess sufficient capability and institutional resources are more willing than other teachers to use Canva in teaching. Accordingly, Canva use can be promoted through information sessions, training opportunities, lead teacher development, and integrated resource provision to support preschool teachers in effectively implementing digital tools.