Volume 33, Issue 1, 2024
DOI: 10.53555/03276716.2024.09
Decoding Technostress: How Institutional Factors Shape E-Learning Adoption Intentions in School Education Through the Lens of The Digcompedu Model
Abstract
It is crucial to investigate the elements that influence the adoption of e-learning systems as the quick development of digital technology has impacted educational practices. Educators' digital competencies and their ability to incorporate e-learning into their pedagogical strategies are significantly influenced by institutional variables.With a focus on the DigCompEdu paradigm, this study investigates the ways in which institutional variables impact the use of e-learning in classroom instruction. A quantitative descriptive study employed questionnaires to collect data from 500 Erode, India, school teachers. We used structural equation modeling to examine the connections between DigCompEdu dimensions, institutional features, and instructors' e-learning intentions.According to the results, teachers' behavioral intention to adopt e-learning without feeling technostress is influenced by the DigCompEdu sub-dimensions, which are in turn influenced by institutional variables.The study emphasizes how important it is to improve digital capabilities in educational settings by taking into account factors like student access to technology, teacher training, IT support quality, and ICT budget. Future research needs to look at a broader variety of elements influencing DigCompEdu, such as pedagogical and technical effects.
Keywords
Institutional factors, e-learning adoption, DigCompEdu, school education