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This research work intends to make an innovative contribution to the existing literature by studying the predictive effect of two relatively unexplored constructs on the adoption of an emerging technology, such as mobile devices, among a seldom‐studied population in the European context (secondary education preservice teachers). To achieve this goal, a technology acceptance model (TAM)‐based model was designed including the constructs: behavioural intention, perceived usefulness, perceived ease of use, attitude towards use, subjective norm, attachment and resistance to change and it was tested using a sample of 222 Spanish secondary education preservice teachers. The results of the factor analysis evidence the significant effect of resistance to change on the four TAM variables, especially on perceived usefulness and attitude, while the attachment only has a small effect on perceived ease of use. Additionally, the analysis confirms attitude towards the use as the main predictor of the behavioural intention, as well as the influence of the subjective norm on both perceived usefulness and behavioural intention. These findings have important ramifications for the design of teacher training programmes, which are addressed in the discussion, and they also suggest the need to continue studying the effect of new factors on the technology adoption process. Practitioner NotesWhat is already known about this topic The TAM model is a widespread theory for the study of the technology adoption with unexplored areas in the educational field. Despite the didactic potential of mobile devices, they are underused by the teachers which suggest the existence of an adoption problem. Attachment and resistance to change are two constructs from the second‐order barriers little studied in TAM‐based models applied in the educational field that can provide important information for the development of teacher training initiatives. What this paper adds The TAM‐based model developed in this research evidences the influence of the second‐order barriers in the adoption of mobile technologies among secondary preservice teachers. Resistance to change has an important effect on the intention to use mobile devices in the future teaching practice of secondary preservice teachers. The effect of the emotional attachment on the adoption of mobile technologies is smaller in utilitarian contexts. Implications for practice and/or policy Technology adoption models should pay more attention to unexplored second‐order barriers, especially resistance to change. The higher education institutions must develop teachers’ training programme more focused on the teaching model built by their students and transmit a new model more positive towards changes emphasizing the possible advantages of incorporating new tools to their future practice.

In the past two decades, large-scale assessment schemes, such as PISA, have been set up at an international level as accountability tools for education systems, whose results and conclusions bear relevant repercussions for education systems and policies around the world. While the guidelines for student sampling and exclusion are explained in detail and applied consistently in all countries to ensure comparability, there is some leeway for countries to control the participation of Special Education Needs (SEN) students in the test.This paper discusses the lack of transparency regarding the participation of SEN students in PISA, relying on literature to fill in the gaps that are encountered in the documentation provided by the OECD. It also reviews the difficulties faced both by SEN students and researchers wishing to focus on the results of this particular collective, presenting the main conclusions drawn by researchers on this field.The paper concludes with a reflection on the need for further research and a higher transparency regarding both the participation of SEN students in PISA and the publication and report of their results.

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