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<p>By expanding the descriptive perspective of teacher characteristics from traditional personal attributes to social attributes and correspondingly introducing the Network Embeddedness Theory (NET) for support, this study explores the factors that influence teachers’ willingness and behavior to use intelligent technologies to assist their teaching. Backed by the structural equation model, the study integrates NET, Innovation Diffusion Theory (IDT) and Technology Acceptance Model (TAM), and develops a structural model containing 12 latent variables such as Relational Embeddedness, Structural Embeddedness, Innovativeness and Security Preference. Subsequently, measurement models for each latent variable are designed to create a survey questionnaire. Data are collected from 367 Chinese university teachers through the questionnaire, and a well-fitted modified structural equation model is obtained. The results show that the factors that have a significant positive impact on teachers’ behavioral intention, in descending order of influence, are Compatibility, Perceived Usefulness, Structural Embeddedness and Innovativeness. At the same time, Relational Embeddedness, Career Aspiration, and Perceived Ease of Use significantly and positively influence Perceived Usefulness, while both Perceived Usefulness and Behavioral Intention have a significant positive impact on teachers’ actual application of innovative technologies. With the intervention of Network Embedding perspective, this study not only reveals the influence mechanism, but also points out the operational directions for the policy design to promote the application of intelligent technology, such as using teachers’ social networks and improving network embeddedness.</p>

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Investigating factors influencing Chinese teachers’ intelligent technology application: extending TAM with NET and IDT

  • 期刊论文

  • 发表日期：

    2025年6月19日

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  • Jin Zhao,
  • Hanxin Yao,
  • Jianjun Zhang

摘要

By expanding the descriptive perspective of teacher characteristics from traditional personal attributes to social attributes and correspondingly introducing the Network Embeddedness Theory (NET) for support, this study explores the factors that influence teachers’ willingness and behavior to use intelligent technologies to assist their teaching. Backed by the structural equation model, the study integrates NET, Innovation Diffusion Theory (IDT) and Technology Acceptance Model (TAM), and develops a structural model containing 12 latent variables such as Relational Embeddedness, Structural Embeddedness, Innovativeness and Security Preference. Subsequently, measurement models for each latent variable are designed to create a survey questionnaire. Data are collected from 367 Chinese university teachers through the questionnaire, and a well-fitted modified structural equation model is obtained. The results show that the factors that have a significant positive impact on teachers’ behavioral intention, in descending order of influence, are Compatibility, Perceived Usefulness, Structural Embeddedness and Innovativeness. At the same time, Relational Embeddedness, Career Aspiration, and Perceived Ease of Use significantly and positively influence Perceived Usefulness, while both Perceived Usefulness and Behavioral Intention have a significant positive impact on teachers’ actual application of innovative technologies. With the intervention of Network Embedding perspective, this study not only reveals the influence mechanism, but also points out the operational directions for the policy design to promote the application of intelligent technology, such as using teachers’ social networks and improving network embeddedness.