Abstract
This study uses one-step meta-analytic structuralequation modelling to delve into the technologyacceptance model’s (TAM) application withineducation, assessing perceived usefulness, easeof use, intentions to use, and actual technologyuse. It synthesises previous findings to validate theTAM's effectiveness and uncover the model’spredictive power in educational settings. Significantinsights include the direct influence of perceivedease of use on actual technology use, bypassingintentions—a novel finding contrasting with theTAM’s traditional formulation. The researchconfirms the TAM’s enduring relevance, offeringvaluable guidance for educational technologyintegration.
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