Application of TAM and UTAUT Models in Educational Technology Acceptance
Keywords:
Educational technology acceptance, TAM model, UTAUT model, technological self-efficacy, learning motivation, digital educationAbstract
This study aimed to systematically review and analyze the application of the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) in explaining factors influencing educational technology acceptance. This qualitative systematic review employed an inductive content analysis approach. Data were collected through a comprehensive literature review of scientific databases including Scopus, Web of Science, ScienceDirect, and Google Scholar. Based on inclusion and exclusion criteria, twelve relevant articles published between 2015 and 2025 were selected. Data analysis was conducted using NVivo version 14 through open, axial, and selective coding to identify the main themes and their interrelations. The results indicated that educational technology acceptance is influenced by three major categories: individual and psychological factors (such as attitude, technological self-efficacy, and intrinsic motivation), organizational and environmental factors (such as managerial support, infrastructure, and digital learning culture), and theoretical constructs of TAM and UTAUT (including perceived usefulness, perceived ease of use, performance expectancy, and social influence). Both models demonstrated strong explanatory power in predicting users’ behavioral intentions, while UTAUT provided a more comprehensive understanding by incorporating social and environmental determinants. Educational technology acceptance is a multidimensional phenomenon requiring simultaneous attention to individual, organizational, and theoretical components. Applying TAM and UTAUT frameworks can help educational policymakers and instructional designers identify barriers and facilitators of technology use, contributing to the advancement of intelligent and adaptive learning environments.
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