An integrative analysis of preservice teachers’ intentions to utilize digital tools for instructional purposes

Erhan Ünal; Ahmet Murat Uzun

doi:10.24310/ijtei.112.2025.20960

Authors

Erhan Ünal Afyon Kocatepe University, Turkey https://orcid.org/0000-0002-5349-4193
Ahmet Murat Uzun Afyon Kocatepe University, Turkey https://orcid.org/0000-0002-1852-8802

DOI:

https://doi.org/10.24310/ijtei.112.2025.20960

Keywords:

digital tools, instruction, intention, pre-service teacher, predictor

Abstract

This study examines preservice teachers’ intentions to embrace digital tools for instructional practices through the Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and the Task Technology Fit Model (TTF). A cross-sectional research design was employed to test a hypothetical model through a self-report survey administered to instructional technology course participants. A total of 210 participants took part in the research, with survey data collected regarding preservice teachers’ opinions on embracing digital learning tools in their future practices. The partial least square structural equation modeling (PLS-SEM) approach was utilized to scrutinize the study’s hypotheses, with the proposed model yielding valid and reliable results. The study revealed that task technology fit was the most influential predictor of preservice teachers’ intention to utilize digital learning tools for future instructional practices. Perceived usefulness and subjective norms were other significant predictors of behavioral intention, whereas attitude and perceived behavioral control demonstrated no predictive power. Consequently, this study adds to the body of knowledge by introducing an integrated framework based on TAM, TPB, and TTF in the context of preservice teachers’ technology utilization using digital learning tools.

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Author Biographies

Erhan Ünal, Afyon Kocatepe University,

Department of Educational Sciences, Faculty of Education, Afyon Kocatepe University, 03200, Afyonkarahisar, Turkey

Ahmet Murat Uzun, Afyon Kocatepe University,

Department of Educational Sciences, Faculty of Education, Afyon Kocatepe University, 03200, Afyonkarahisar, Turkey

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