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<p>The effective integration of digital technologies by university teachers is pivotal for teaching innovation. Within the context of Chinese higher education, this study develops and validates a conceptual model that integrates the Technological Pedagogical Content Knowledge (TPACK) framework and the construct of self-efficacy into the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors influencing Chinese university teachers’ intention to adopt digital technologies. Data were collected from 497 teachers across Chinese universities and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings from this Chinese sample reveal that self-efficacy emerges as the most robust direct predictor of behavioral intention, while performance expectancy and social influence had significant but weaker effects. Notably, effort expectancy was not a significant predictor. Furthermore, TPACK and facilitating conditions were found to exert substantial indirect effects on adoption intention, primarily mediated by self-efficacy. These core findings underscore the distinctiveness of the Chinese context: enhancing teachers’ confidence and comprehensive knowledge in integrating digital technologies is far more crucial than a sole focus on ensuring ease of use of the technology itself. This study offers practical implications for university administrators to develop targeted support mechanisms, emphasizing professional development that enhances pedagogical technology integration rather than focusing solely on technical tool provision.</p>

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Factors influencing university teachers’ behavioral intention to use digital technologies: an integrative model from UTAUT

  • 期刊论文

  • 发表日期：

    2026年3月2日

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  • Yanyan Du,
  • Caiyun Li

摘要

The effective integration of digital technologies by university teachers is pivotal for teaching innovation. Within the context of Chinese higher education, this study develops and validates a conceptual model that integrates the Technological Pedagogical Content Knowledge (TPACK) framework and the construct of self-efficacy into the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors influencing Chinese university teachers’ intention to adopt digital technologies. Data were collected from 497 teachers across Chinese universities and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings from this Chinese sample reveal that self-efficacy emerges as the most robust direct predictor of behavioral intention, while performance expectancy and social influence had significant but weaker effects. Notably, effort expectancy was not a significant predictor. Furthermore, TPACK and facilitating conditions were found to exert substantial indirect effects on adoption intention, primarily mediated by self-efficacy. These core findings underscore the distinctiveness of the Chinese context: enhancing teachers’ confidence and comprehensive knowledge in integrating digital technologies is far more crucial than a sole focus on ensuring ease of use of the technology itself. This study offers practical implications for university administrators to develop targeted support mechanisms, emphasizing professional development that enhances pedagogical technology integration rather than focusing solely on technical tool provision.