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<p>Blockchain technology possesses transformative potential across various industries, including higher education, offering improved security, transparency, and efficiency in managing academic records and certification. This study employed an Extended Technology Acceptance Model (ETAM) to examine faculty acceptance of blockchain technology in higher education and inform implementation strategies. A survey instrument based on the ETAM framework was administered to 297 faculty members across some countries in the Middle East. The results indicated generally favorable perceptions of blockchain technology. Regression analyses revealed that both perceived usefulness (β = 0.54, <i>p</i> &lt; .001) and perceived ease of use (β = 0.48, <i>p</i> &lt; .001) significantly predicted faculty intention to adopt the technology. Further analyses identified significant differences in blockchain perceptions based on academic specialty, with science faculty reporting higher perceptions compared to humanities faculty (t(297) = 2.005, <i>p</i> = .046), attitudes toward using blockchain technology (t(297) = 3.161, <i>p</i> = .002), and total blockchain technology in education (BTE) (t(297) = 3.050, <i>p</i> = .002). There were also significant differences observed in the perceptions of faculty members based on their geographical context, showing considerable differences (t(297) = 4.206, <i>p</i> &lt; .001). These findings underscore the importance of implementation strategies designed for academic specialization and geographic context. Perceived usefulness and ease of use remain critical drivers of technology acceptance in higher education, highlighting the need for targeted resources and support to facilitate successful integration. However, the study’s cross-sectional design and exclusive focus on faculty perspectives provide a circumscribed view of implementation complexities and long-term impacts. Future research should incorporate longitudinal data, including student perspectives, and assess technical and organizational readiness. This study also invites further exploration of the impact of targeted training on faculty acceptance and on discipline-specific blockchain use.</p>

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Faculty acceptance of blockchain technology in higher education: an extended technology acceptance model analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Yousri Attia Mohamed Abouelenein,
  • Mohamed Hassan Ragab Khalaf,
  • Ayat Fawzy Ahmed Ghazala,
  • Eman Mahdy Mohamed Mahdy

摘要

Blockchain technology possesses transformative potential across various industries, including higher education, offering improved security, transparency, and efficiency in managing academic records and certification. This study employed an Extended Technology Acceptance Model (ETAM) to examine faculty acceptance of blockchain technology in higher education and inform implementation strategies. A survey instrument based on the ETAM framework was administered to 297 faculty members across some countries in the Middle East. The results indicated generally favorable perceptions of blockchain technology. Regression analyses revealed that both perceived usefulness (β = 0.54, p < .001) and perceived ease of use (β = 0.48, p < .001) significantly predicted faculty intention to adopt the technology. Further analyses identified significant differences in blockchain perceptions based on academic specialty, with science faculty reporting higher perceptions compared to humanities faculty (t(297) = 2.005, p = .046), attitudes toward using blockchain technology (t(297) = 3.161, p = .002), and total blockchain technology in education (BTE) (t(297) = 3.050, p = .002). There were also significant differences observed in the perceptions of faculty members based on their geographical context, showing considerable differences (t(297) = 4.206, p < .001). These findings underscore the importance of implementation strategies designed for academic specialization and geographic context. Perceived usefulness and ease of use remain critical drivers of technology acceptance in higher education, highlighting the need for targeted resources and support to facilitate successful integration. However, the study’s cross-sectional design and exclusive focus on faculty perspectives provide a circumscribed view of implementation complexities and long-term impacts. Future research should incorporate longitudinal data, including student perspectives, and assess technical and organizational readiness. This study also invites further exploration of the impact of targeted training on faculty acceptance and on discipline-specific blockchain use.