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<p>Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates factors influencing oncology healthcare professionals’ intentions to use e-learning within an inter-specialty training program. A cross-sectional online survey was conducted across EU/EEA/UK countries with 67 educators and 97 learners. Adapted UTAUT-based measures assessed performance expectancy, effort expectancy, facilitating conditions, attitudes toward e-learning, self-efficacy, and behavioral intention. Multiple regression analyses revealed that for educators, attitudes toward e-learning were the only significant predictor of behavioral intention to use e-learning for teaching, explaining 75.2% of the variance. For learners, attitudes toward e-learning and performance expectancy significantly predicted behavioral intention to use e-learning, explaining 60.6% of variance. These findings highlight attitudes toward e-learning as the strongest determinant of e-learning acceptance. Institutions should foster positive technology attitudes through supportive environments, awareness initiatives, and incentives to enhance digital learning adoption in oncology education.</p>

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E-Learning Acceptance among Oncology Healthcare Professionals in Europe

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月27日

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  • Taibe Kulaksız,
  • Jana Steinbacher,
  • Marlene Ganz,
  • Max Klein,
  • Marco Kalz

摘要

Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates factors influencing oncology healthcare professionals’ intentions to use e-learning within an inter-specialty training program. A cross-sectional online survey was conducted across EU/EEA/UK countries with 67 educators and 97 learners. Adapted UTAUT-based measures assessed performance expectancy, effort expectancy, facilitating conditions, attitudes toward e-learning, self-efficacy, and behavioral intention. Multiple regression analyses revealed that for educators, attitudes toward e-learning were the only significant predictor of behavioral intention to use e-learning for teaching, explaining 75.2% of the variance. For learners, attitudes toward e-learning and performance expectancy significantly predicted behavioral intention to use e-learning, explaining 60.6% of variance. These findings highlight attitudes toward e-learning as the strongest determinant of e-learning acceptance. Institutions should foster positive technology attitudes through supportive environments, awareness initiatives, and incentives to enhance digital learning adoption in oncology education.