Examining the Relationship Between Acceptance of Technology Integration and Dimensions of TPACK Among Higher Secondary School Teachers in Kerala
Acceptance of technology integration; Dimensions of TPACK; Teachers in Kerala; TPACK; UTAUT
The study uses the Unified Theory of Adoption and Use of Technology (UTAUT) to investigate how higher secondary school teachers in Kerala, India, connect to Technological Pedagogical Content Knowledge (TPACK) and technology adoption. Using 496 teachers from diverse backgrounds, the study revealed some important positive correlations between TPACK characteristics and UTAUT results. Strong technologically minded teachers are interested in incorporating technology into the classroom. Crucially for the quality of education, PK, PCK, and CK have a modest influence on technology acceptance. The study emphasises the need for specific professional development and supportive policies to fit Kerala's unique educational scene. With consequences for the whole educational scene, TPACK can encourage improved technology acceptance, particularly in sectors connected to technology. Future research should look at long-term changes in technology use, geographical comparisons, and how new technologies impact teaching approaches. The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
Studies in Systems, Decision and Control;Volume;645;pp.301-312
Springer Science and Business Media Deutschland GmbH
Restricted Access; Hardcopy may be available in the library
https://doi.org/10.1007/978-3-032-10016-0_24 https://www.scopus.com/pages/publications/105026795181?origin=resultslist
Mathew L., School of Education, Christ University, Bangalore, India; George L., Department of Chemistry, Christ University, Bangalore, India