Assessing the factors influencing the intention to use information and communication technology implementation and acceptance in China’s education sector

Abstract

Information and communication technology (ICT) has become increasingly important worldwide in education. This study aims to recognize the factors that influence the intention to use information and communication technology (ITUICT) and its acceptance in the education sector in China. A literature review was conducted to ascertain the potential factors such as perceived awareness, information acquisition, trustworthiness, social influence, and regulatory support that could affect the acceptance and ITUICT. For results, a survey was conducted on a sample of 381 university employees in China using a convenience sampling approach. The collected data were analyzed using partial least squares-structural equation modeling (PLS-SEM). The results show that individual factors such as perceived awareness, information acquisition, trustworthiness, social influence, and regulatory support significantly impact the ITUICT. Additionally, trustworthiness positively moderates the relationship among perceived awareness, information acquisition, social influence, regulatory support, and ITUICT. Policymakers and educators can use the findings of this study to enhance the adoption of ICT in China’s education sector. The results of this study suggest that it is important to provide educational sector employees with training and support to increase their use of ICT technology. Furthermore, this paper offers theoretical progression to create a supportive organizational culture and provide the educational sector with the necessary technological resources to facilitate the use of ICT.

Examining the influence of technological self-efficacy, perceived trust, security, and electronic word of mouth on ICT usage in the education sector

“…Cultural and societal factors may influence Chinese university students’ perceptions of trust in technology. China’s rapid technological advancements and emphasis on education may shape students' attitudes and beliefs toward technology, affecting their perceived trust and subsequent ICT usage patterns 4 . Students would be more likely to integrate technology into their teaching and learning procedures and feel more at ease.…”

“…China is leading the way in this digital revolution in education and is a global leader in innovation and technology. Government initiatives, technological improvements, and the growing need for a more contemporary and effective educational system have pushed the acceptance and usage of ICT tools in Chinese educational institutions 4 . Integrating innovative technologies and constructing electronic infrastructure can open new avenues for students to learn.…”

“…Perceived trust is crucial in online platforms, increasing consumer behavioural intentions. It increases the customers’ satisfaction level, which leads to expanded use of ICT tools 4 . Students learn from online platforms when perceived trust is there.…”