Exploring Special Education Teachers’ Attitudes and Behavioural Intentions Towards’ Inclusive Open Educational Resources (IOER)

This quantitative study investigates the attitudes and behavioural intentions of special education teachers towards using Integrative Open Educational Resources (IOER) in their teaching. Grounded in the theoretical frameworks of the Technology Acceptance Model (TAM) and the study aims to understand the factors influencing the acceptance and use of IOER among special education teachers. Data were collected through questionnaires administered to 175 special education teachers, who provided insights into their attitudes and intentions related to IOER adoption in teaching. Quantitative analysis of the collected data revealed significant positive effects of all variables on the acceptance and use of IOER in teaching, except for external variables such as age and teaching experience. Notably, the study's hypotheses were tested, leading to the rejection of several null hypotheses. The results indicated that perceived ease of use is a significant predictor of perceived usefulness and attitude, while perceived usefulness significantly predicts attitude and behavioural intention. Moreover, attitude emerges as a significant predictor of behavioural intention. Additionally, the study found that age and teaching experience have a significant negative impact on behavioural intention, perceived ease of use, and perceived usefulness. Considering these findings, the study concludes with important recommendations to enhance the adoption and effective utilization of IOER among special education teachers.