Evaluating schoolteachers’ acceptance of m-learning during Covid-19 using the Technology Acceptance Model: the moderating role of gender and age

Covid-19 has reshaped the teaching-learning process. Consequently, m-learning represents an educational change that challenges teachers and managers of educational institutions. Several studies have revealed that the success of the educational process using innovative technology depends on teachers’ acceptance of that technology. Employing the Technology Acceptance Model (TAM), this study aims to investigate the critical drivers of m-learning acceptance and to determine the moderating role of age and gender in schoolteachers’ intention to use and actual use of m-learning or both. Partial least squares structural equation modeling (PLS-SEM) and multigroup analysis technique were employed to assess the studyʼs hypotheses on a sample of 340 teachers. The studyʼs results indicated that perceived usefulness, perceived ease of use, and intention to use m-learning were significant determinants of acceptance of m-learning. More importantly, the results indicate that schoolteachers’ gender differences moderate the influences of intention to use on the actual use of m-learning. The study results may provide decision-makers, practitioners, and educational institutions insights into a better approach to promoting m-learning acceptance and leveraging online education via m-learning.