The use of information and communication technologies (ICT) in the field of technopedagogy has led to a change in the pedagogical paradigm from an instructivist educational context to a socio-constructivist environment. The level of this transition is explained by the degree of integration of ICT in education. Thus, the purpose of this article is to estimate the degree of appropriation of ICT by university teachers in Tunisia, while referring to situational sticker techniques and exploratory and confirmatory factor analyses. The results based on the correlation index and proximity distance criteria show that the integration of ICT in Tunisian university pedagogy is still in a relatively early phase.