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SYSTEMATIC REVIEW article

Front. Educ.
Sec. Digital Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1436724

Mapping the Interconnections: A Systematic Review and Network Analysis of Factors Influencing Teachers' Technology Acceptance

Provisionally accepted
Galimova Elvira Galimova Elvira 1*Alexey Y. Oborsky Alexey Y. Oborsky 2Maria A. Khvatova Maria A. Khvatova 3Dmitry V. Astakhov Dmitry V. Astakhov 4Ekaterina V. Orlova Ekaterina V. Orlova 4Irina S. Andryushchenko Irina S. Andryushchenko 5
  • 1 Kazan Federal University, Kazan, Russia
  • 2 Financial University under the Government of the Russian Federation, Moscow, Moscow, Russia
  • 3 Bauman Moscow State Technical University, Moscow, Moscow Oblast, Russia
  • 4 I.M. Sechenov First Moscow State Medical University, Moscow, Moscow Oblast, Russia
  • 5 Peoples' Friendship University of Russia, Moscow, Moscow Oblast, Russia

The final, formatted version of the article will be published soon.

    This paper uses the Technology Acceptance Model (TAM) framework to examine elements affecting technology acceptance in teacher education. By means of network and cluster analysis, we investigate the distribution, interactions, and importance of components influencing technology adoption among pre-service and in-service teachers. Following the PRISMA method, a thorough search of Scopus and Web of Science databases produced 32 publications for in-depth study. Key interactions among TAM variables were found using network analysis done in RStudio with the igraph tool. Our results underline in teacher education settings the importance of perceived utility, attitudes toward technology, and perceived ease of use. The study revealed certain topic groups including psychological and social elements, knowledge and occupational relevance, and pragmatic uses in learning environments. While pointing up possible study gaps in this field, the network analysis offers insights into important factors and relationships impacting instructors' technology uptake. This study helps to create efficient professional development programs meant to improve instructors' technological integration skills and enable the successful application of instructional technologies in their respective fields. Our results provide insightful direction for teachers and legislators creating focused initiatives to increase technology acceptance in learning environments.

    Keywords: TAM, Network analysis, technology integration, Teacher Education, technology adaptation variables

    Received: 22 May 2024; Accepted: 07 Oct 2024.

    Copyright: © 2024 Elvira, Oborsky, Khvatova, Astakhov, Orlova and Andryushchenko. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Galimova Elvira, Kazan Federal University, Kazan, Russia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.