Framework for teachers' acceptance of information and communication technology in Pakistan: Application of the extended UTAUT model

• Published date: 01 February 2021
• Author: Syed Nadir Ali Shah,Abid Ullah Khan,Barkat Ullah Khan,Tajdar Khan,Zhang Xuehe
• Date: 01 February 2021
• DOI: http://doi.org/10.1002/pa.2090

ACADEMIC PAPER

Framework for teachers' acceptance of information

and communication technology in Pakistan: Application

of the extended UTAUT model

Syed Nadir Ali Shah

1

|Abid Ullah Khan

2

|Barkat Ullah Khan

1

|Tajdar Khan

1

|

Zhang Xuehe

1

1

School of Public Affairs, University of Science

and Technology of China, Hefei, Anhui, China

2

Department of Economics, University of

Science and Technology, Bannu, Khyber

Pakhtunkhwa, Pakistan

Correspondence

Zhang Xuehe, School of Public Affairs,

University of Science and Technology of

China, Hefei, Anhui, China.

Email: zhangxh@ustc.edu.cn

The motive of this research paper is to investigate the teachers' adoption of information

and communication technology (ICT) in Pakistan and the application of extended UTAUT

model in a new context. A number of factors can cause changes in intention towards the

usage of ICT including social, behavioral, and psychological factors, but this study, using

the UTAUT model, is limited to examining the behavioral determinants of teachers'

acceptance of ICT. To achieve the objective, a quantitative approach was adopted where

questionnaire-based data were obtained for analysis. The analyses were conducted on

341 valid responses that were collected from the teachers of high secondary schools in

Khyber Pakhtunkhwa province, Pakistan. Getting the data analyzed through SPSS and

AMOS, our results show that performance expectancy, efforts expectancy, social influ-

ence, facilitating conditions, and information technology capabilities play a significant

role in shaping teachers' adoption of ICT. Moreover, behavioral intentions mediate the

relationship between the predictors and ICT usage. Based on the findings of this paper,

administrators and government are recommended to spend additional efforts and money

by launching programs for their teachers to increase the usage of ICT in their teaching

and schools. The study provides numerous insights for teachers, school administrators,

and government ICT-based smart teaching and learning institutions.

1|INTRODUCTION

Information and communication technology (ICT) is a set of various

technical resources and tools, which are basically used to produce,

interact, spread, manage, and store information (Nandwani & Khan,

2016). These technologies include Internet and computer broadcast-

ing technologies such as television, radio, wireless communication,

and telephones. Buabeng-Andoh (2012) worked on ICT usage and

concluded that ICT-based education enhances the quality of teaching

and learning. Similarly, Samsudeen, Mohamed, and Education (2019)

recently concluded that technology is undoubtedly smart tools and a

true necessity of modern education. Teo (2009) found that the use of

ICT is better in a context where instructors desire to show three-

dimensional illustrations in an effective manner, which is very difficult

to get through the conventional two-dimensional resources. There are

a variety of tools that fall under the banner of ICT such as cameras,

cell phones, television, radio, various software systems, and computer

hardware, video conferencing, and Internet (Bhattacharjee, Deb, &

Studies, 2016). In general, it might be characterized as a group of

technologies that are actually used to obtain, store, and spread an

extensive amount and a wide range of information. According to

Aldunate and Nussbaum (2013), ICT has been embedded as an inte-

gral part of educational institutions that help ease the teaching and

learning process. Similarly, Wu, Pan, and Yuan (2017) emphasized on

the use of ICT to address the technological challenges in the develop-

ment of education management. The teachers' ICT skills are crucial in

their effective teaching (Alt, 2018) that further increase their efficacy.

According to Lopez-Perez, Ramirez-Correa, and Grandon (2019),

it is extremely vital to provide constant need-based support to

instructors in the shape of resources, access, encouragement, and

Received: 6 July 2019Revised: 3 January 2020Accepted: 28 January 2020

DOI: 10.1002/pa.2090

J Public Affairs. 2021;21:e2090.wileyonlinelibrary.com/journal/pa© 2020 John Wiley & Sons, Ltd1of11

https://doi.org/10.1002/pa.2090