Can teachers’ digital competence influence technology acceptance in vocational education?

Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the technology acceptance model (TAM) in the context of vocational education, and to examine the relationship between self-assessed teachers' digital competence belief and their acceptance of and intention to use technology in their classroom. Data were collected via a…

• NS
  National Science Foundation
• SN
  Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung

  Award: 187277
• SF
  Staatssekretariat für Bildung, Forschung und Innovation

  Award: 19-2550