Implications of digital risks on teachers' motivation and intention to use digital tools: a PLS-POS perspective in Romanian preuniversity education system

Abstract

PurposeThe study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.Design/methodology/approachThe research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.FindingsThis study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.Research limitations/implicationsThe scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.Practical implicationsSchool managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.Originality/valueLittle scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.