Akademik Veri Yönetim Sistemi
Education and Information Technologies , cilt.00, sa.00, ss.1-26, 2025 (Hakemli Dergi)
The increasing reliance on digital technologies in education has underscored the need to understand how teachers’ digital competencies (DC) shape their technology acceptance. Although DC is a central professional requirement, its role within established acceptance frameworks remains underexplored. This study aimed to examine the effect of DC on behavioral intention (BI) by integrating DC into the Technology Acceptance Model (TAM) through perceived usefulness (PU), perceived ease of use (PEU), and attitude toward use (ATU). Linking teachers’ BI with their DC and key TAM variables is expected to intensify understanding of technology acceptance and provide insights into why some teachers adopt technology only when necessary. Structural equation modeling (SEM) was employed to test seven hypotheses using data collected from 431 teachers through the Digital Competence Scale for Educators, the Technology Acceptance Scale for Teachers, and a demographic information form. All hypotheses were supported, and the extended model explained 83% of the variance in BI. DC had a low direct but moderate indirect effect on BI and a moderate positive effect on PEU. PU emerged as the strongest predictor of ATU, while ATU demonstrated a very strong direct effect on BI. PEU significantly predicted both PU and ATU. Overall, the findings indicate that DC contributes to technology acceptance primarily through PU and ATU, underscoring the central role of perceptual and attitudinal mechanisms.