A Study of the Determinants Affecting Educational Technology Adoption among University Teachers in Uttarakhand

Abstract

The study introduces two contextually relevant constructs Personal newlineInnovativeness (PI) and Value Belief (VB) while eliminating Price Value (PV), newlinewhich showed limited relevance in the Indian academic context. A mixed-methods newlineresearch design was employed, integrating quantitative data from 389 faculty newlinemembers using structured surveys, and qualitative insights through thematic analysis newlineof open-ended responses. Structural Equation Modeling (SEM) via SmartPLS was newlineutilized to analyze the relationships among constructs, while demographic variables newlinesuch as age, gender, type of university, and location were tested for moderating newlineeffects. newlineFindings reveal that Facilitating Conditions, Performance Expectancy, and newlineEffort Expectancy significantly influence Behavioural Intention, which in turn newlinemediates the relationship with Use Behaviour. Notably, Personal Innovativeness had newlinea significant impact on Behavioural Intention but not on Use Behaviour, suggesting newlinea complex interplay of intention and actual usage. Constructs like Hedonic newlineMotivation and Habit were found to be non-significant in this setting, pointing newlinetoward cultural and contextual distinctions. The model demonstrated strong newlineexplanatory power (R² = 0.772 for Behavioural Intention), confirming its robustness. newlineAdditionally, the study affirms the moderating effects of age and gender on select newlinepaths within the model. The theoretical contributions of this study lie in enhancing the predictive newlinecapability of existing adoption frameworks and validating their applicability in newlineunder-researched, developing country contexts. Practically, the findings offer newlineactionable insights for policymakers and academic institutions to tailor training newlineprograms, invest in infrastructure, and address institutional barriers to foster EdTech newlineadoption. The recommendations also align with the National Education Policy newline(NEP) 2020 and Sustainable Development Goal 4 (SDG 4), advocating for digital newlineinclusivity and capacity building in higher education. newline