Adoption of e-technology in the context of training in sustainability programs, cultural characteristics and European experience

A Mottaeva,Mikhail Leontev,A Zheltenkov

doi:10.1051/e3sconf/202128404003

A Mottaeva, Mikhail Leontev + Show 1 more

Open Access

https://doi.org/10.1051/e3sconf/202128404003

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Abstract

This study examines the influence of culture at the individual level on the adoption and use of electronic distance learning technologies by students of a technical university when teaching in sustainable development programs. Four cultural dimensions were investigated: individualism / collectivism, masculinity / femininity, power distance and uncertainty avoidance at the individual level. We also used the Technology acceptance model (TAM), which includes additional constructs. The results of the study demonstrated that perceived usefulness, perceived ease of use, social norms, quality of work life, individualism, masculinity were important determinants of students' behavioral intentions to adopt e-learning technologies when teaching in sustainable development programs. The results obtained are considered both from a theoretical and a practical point of view, recommendations for improving electronic distance learning are proposed.

Highlights

Nowadays, the influence of deep-rooted cultural values, ways of perception and thinking on the learning process in higher educational institutions is becoming more and more obvious
Taking into account the nature of the study, the data obtained from the survey, we used the structural equation method (SEM) and partial least squares (PLS) to test the hypotheses
It was found that perceived usefulness (PU), perceived ease of use (PEU), behavioral intention (BI), individualism (I), masculinity (M), social norms (SN), quality of work life (QWL), have positive influence on behavioral intention (BI) to use electronic technologies by students шn sustainable development programs

Summary

Introduction

The influence of deep-rooted cultural values, ways of perception and thinking on the learning process in higher educational institutions is becoming more and more obvious. Much attention is paid to the importance of understanding how cultural characteristics affect the learning process. This understanding allows the development of culturally adaptive approaches to teaching and learning. The ways and methods of teaching, learning, educational concepts, which seem to be the same in many countries, may differ in terms of the influence of cultural values on them. This statement has led to increased research on the influence of culture on learning. This statement has led to increased research on the influence of culture on learning. [2]

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