Abstract
Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.
Highlights
Sustainable development, defined as the development that satisfies the present generations’ needs without sacrificing the available resources for future generations [1], entails inter-generational equity in social, economic, and environmental spheres
This paper’s general objective was to assess technology acceptance through the validation of an extended Technology Acceptance Model (TAM) version previously proposed by Castiblanco Jimenez et al for the specific context of FARMER 4.0
After an initial analysis of the TAM proposed by Davis et al, almost all the relationships were validated except for the effect of perceived ease of use (PEOU) on the attitude (ATT)
Summary
Sustainable development, defined as the development that satisfies the present generations’ needs without sacrificing the available resources for future generations [1], entails inter-generational equity in social, economic, and environmental spheres. In an effort to support initiatives working around the Sustainable Development Goals established by the United Nations, the European Union designed and implemented the project Erasmus+ for the period 2014–2021. The Erasmus+ is a renewed effort after more than 25 years of European programs supporting education and training for youth. One of the program’s action lines, “Erasmus+: Grundtvig”, aimed to build an educational and continuous learning environment ideal for further developing European adult people’s talent, based on their current know-how and looking to develop new technical and technological skills. The financed projects aimed to solve some of the socio-economic challenges that European governments are facing and will continue to face during the decade [4]
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