Motivational and pedagogical factors influencing ICT integration in higher education teaching

Increased speed of information and communication technology (ICT) development requires a thorough analysis of its adoption factors. The research applies SDT together with TPB and TTF to understand the psychological as well as social factors that influence the way users interact with ICT. This research is about understanding how autonomy, competence, relatedness, subjective norms, and perceived behavioral control influenced by technology-task fit impacts users’ intentions to use and actually use ICT. A quantitative analysis relies on structured survey responses from a sample of 430 participants. SmartPLS 4 using structural equation modeling (SEM) was used to explore relationships between key variables in the sample. The findings confirmed that perceived autonomy and competence and relatedness together create a stronger sense of autonomous motivation that affected people’s perceived behavioral control and attitudes and helped formed subjective norms to TPB. Subjective norms are a strong indicator of ICT adoption whereas individual-technology-task fit leads to increased usage any poor task-technology fit is an obstacle to adoption. The study makes an important contribution to the literature, with a novel model that combines psychological models, behavioral patterns, and the technological context within the study of ICT adoption and use. The study offers organizations skills for effective implementation of ICT, educators with guidance on ICT implementation, and policy makers ways to increase implementation practices at their institutions that will maximize effective technology-task integration for student use.

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