Teachers' Perceptions on Adoption of Education 4.0 in Schools in Nepal

Abstract

The aim of this study was to examine factors that influence teachers' attitudes toward using technology in Lalitpur Metropolitan City. Using the technology acceptance model (TAM) as the framework, the study considered the sociodemographic context in Lalitpur District and included a new external variable—policy—along with perceived ease of use, perceived usefulness, learning environment, and behavioral intention, into the original TAM framework. Structural equation modeling was implemented on questionnaire data collected from 300 teachers in Lalitpur Metropolitan City. The expanded model revealed a goodness-of-fit. School teachers' perceived usefulness, perceived ease of use, were determined to be the factors with positive direct influence on teachers' attitudes toward using technology. Behavioral intention and learning environment were found to have an indirect influence. This study contributes to the understand the status of Education 4.0 on the TAM and also serves as a starting point in understanding teachers' attitudes toward technology use in Lalitpur District.