An extended technology Acceptance Model of teachers’ ICT acceptance and intention to use in non-university education

- Navaridas-Nalda, Fermín (orcid.org/0000-0003-4147-1311), González-Marcos, Ana (orcid.org/0000-0003-4684-659X), Terroba-Acha, Marta (orcid.org/0000-0001-5437-1040) and Castellano-Latorre, Jesús (orcid.org/0009-0001-0309-0123) (2026) An extended technology Acceptance Model of teachers’ ICT acceptance and intention to use in non-university education Information Technologies and Learning Tools, 3 (113). pp. 25-40. ISSN 2076-8184

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Abstract

This study examines factors associated with information and communication technology (ICT) acceptance and intention to use in teaching among non‑university teachers in the Autonomous Community of La Rioja, Spain. Drawing on an extended Technology Acceptance Model (TAM), a validated questionnaire was administered to 1,259 teachers from public and private‑subsidized schools. Central motivational constructs (perceived usefulness, perceived ease of use, digital self‑efficacy, and attitude toward ICT), contextual factors (institutional support, availability of resources, and subjective norm), and the outcome variable (intention to use ICT in teaching) were analysed using structural equation modelling and multigroup analysis. The results indicate that attitude toward ICT is the strongest predictor of intention to use, with perceived usefulness, perceived ease of use, and digital self‑efficacy acting as key mediators. Digital self‑efficacy shows a strong association with both perceived ease of use and perceived usefulness. Statistically significant differences emerged by age, qualification, teaching experience, and school characteristics: younger teachers and those with higher qualifications or less experience reported higher intention to use ICT, whereas more experienced teachers reported greater reliance on institutional and family support, and more favourable perceptions were observed in private‑subsidized and urban schools. A complementary qualitative analysis reveals ambivalent perceptions of ICT in teaching: teachers recognize its pedagogical potential but also express concerns about student distraction, digital divides, screen overexposure, and insufficient training and resources. Overall, the findings highlight the need for comprehensive strategies that address individual factors, school‑level conditions, and targeted professional development in order to support sustainable digital transformation in educational settings.

Item Type:	Article
Keywords:	Information and communication technologies (ICT); technology acceptance; intention to use; digital self-efficacy; attitude toward ICT; non-university teachers.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	03 Sep 2026 16:10
Last Modified:	03 Sep 2026 16:10
URI:	https://lib.iitta.gov.ua/id/eprint/750225

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