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<p>The Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) is a widely applied framework for understanding technology adoption behaviors. Despite its broad applicability, limitations in its conceptualization exist, such as the static treatment of constructs, lack of focus on interaction effects, and insufficient explanatory power in certain cases. The study addressed these limitations by incorporating teachers’ self-efficacy in using ICT tools, redefining behavioral intention, introducing ICT certification levels as a control variable, and by reconfiguring the relationships of the framework’s constructs. The revised model was tested with 312 Greek kindergarten teachers using Partial Least Squares Structural Equation Modeling. Direct effects were found on behavioral intention to use or continue using CT tools and applications for perceived social influence, performance expectancy, hedonic motivation, and habit, while a host of other direct and indirect effects emerged, highlighting the interconnected construct relationships. Overall, the model demonstrated significant in- and out-of-sample predictive/explanatory power. These findings offer critical insights for optimizing UTAUT-2.</p>

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Redefining, Reconfiguring, and Extending the UTAUT-2: A Case Study in the Context of the Use of ICT by Kindergarten Teachers

  • 期刊论文

  • 发表日期：

    2025年8月6日

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  • Emmanuel Fokides,
  • Eleni Giagiakou

摘要

The Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) is a widely applied framework for understanding technology adoption behaviors. Despite its broad applicability, limitations in its conceptualization exist, such as the static treatment of constructs, lack of focus on interaction effects, and insufficient explanatory power in certain cases. The study addressed these limitations by incorporating teachers’ self-efficacy in using ICT tools, redefining behavioral intention, introducing ICT certification levels as a control variable, and by reconfiguring the relationships of the framework’s constructs. The revised model was tested with 312 Greek kindergarten teachers using Partial Least Squares Structural Equation Modeling. Direct effects were found on behavioral intention to use or continue using CT tools and applications for perceived social influence, performance expectancy, hedonic motivation, and habit, while a host of other direct and indirect effects emerged, highlighting the interconnected construct relationships. Overall, the model demonstrated significant in- and out-of-sample predictive/explanatory power. These findings offer critical insights for optimizing UTAUT-2.