Vol. 22 No. 8 (2025): Are the Technology Acceptance Models Still Fit for Purpose?

Mathematical practice by working mathematicians is rapidly reshaping the structure and form of modern mathematics. Old intuitions relying on set-theoretic mathematics are receding, replaced by new mathematics based on (higher) category

Mathematical practice by working mathematicians is rapidly reshaping the structure and form of modern mathematics. Old intuitions relying on set-theoretic mathematics are receding, replaced by new mathematics based on (higher) category theory. Vladimir Voevodsky, a Fields Medalist, proposed in 2010s a project for reconstructing mathematical proofs using programming languages, known as homotopy type theory (HoTT). At the 2022 International Congress of Mathematicians, Kevin Buzzard gave a plenary talk titled “The Rise of Formalism in Mathematics”, calling for the mathematical community to pay attention to the new trend in research, paper writing and publication review. Undergraduate-level mathematics education is the foundation of mathematical research, but it is also deeply affected by the cutting-edge developments in mathematics. Some universities have already begun various teaching practices to adapt to this new trend, such as UCL's Xena project. This paper adopts multiple case studies and explores emerging impacts of digital literacy on university mathematics education - including both mathematics majors and other STEM majors that heavily apply mathematical tools. The authors believe that TAM model-based analysis could help evaluate the potential impact of this new trend rigorously, rather than relying solely on the propaganda of individual mathematicians. More specifically, we will examine in depth several undergraduate curricula, textbook writing programs, and mathematics education association based on a specific digital platform from the United States and Europe, and compare their successes and failures in various dimensions.

There is a growing prevalence of AI tools in the arena of higher education. The willingness and intentions of higher educators play a significant role in successfully incorporating these tools. This investigation extends the Technology

There is a growing prevalence of AI tools in the arena of higher education. The willingness and intentions of higher educators play a significant role in successfully incorporating these tools. This investigation extends the Technology Acceptance Model (TAM) to explore the multifaceted interplay among determinants shaping higher educators' intentions for employing AI tools in their professional and pedagogical domains. The data was gathered from 400 respondents, comprising educators holding positions ranging from assistant professors to professors within Indian HEIs. The investigation validated the TAM model's applicability using covariance-based systematic equation modeling (CB-SEM) and supported nine of the fifteen proposed hypotheses. Further, the investigation underscores the significance of fostering higher educators' competency and confidence in AI tools through focused training and support services. Additionally, it highlights the role of their inherent openness to be proficient in such novel technological advancements. This investigation advances the prevailing AI-strengthened pedagogical sphere of education.

The Higher Education (HE) sector has faced an exceptional period of complex and fast-moving change, meaning staff have had to quickly adjust their teaching delivery, reconsider how learning outcomes are assessed, and adopt new

The Higher Education (HE) sector has faced an exceptional period of complex and fast-moving change, meaning staff have had to quickly adjust their teaching delivery, reconsider how learning outcomes are assessed, and adopt new technologies. Despite significant efforts by HE staff across these areas, the willingness to adopt new tools and technologies is not consistent across all staff cohorts and indeed some researchers suggest that this willingness, or readiness to adopt emerging technologies and educational tools can be shaped by individual differences, attitudes, and social norms.This study focuses on education technology acceptance in HE via a specific university and explores the use of technology enhanced feedback and marking tools, such as online embedded rubrics. Underpinned by the unified theory of acceptance and use of technology (UTAUT), this research project aims to explore the perceptions of staff towards online feedback and marking practices. In turn, the research project considers the relevancy of the UTAUT model in differing / current contexts. Contribution manifests through a) the methodological choice of qualitative semi-structured interviews to explore the UTAUT dimensions, b) the deep contextual understanding of the challenges HE staff face in adopting and implementing new technologies, c) suggested adaptations to UTAUT, and c) recommendations for HE practice.

This study aims to investigate the influence of the use of online teaching techniques on teaching performance and the willingness to use online teaching mode in the post-COVID-19 era. Based on the technology acceptance model, we collect

This study aims to investigate the influence of the use of online teaching techniques on teaching performance and the willingness to use online teaching mode in the post-COVID-19 era. Based on the technology acceptance model, we collect primary data from higher education in China using questionnaires and construct relevant variables to conduct empirical analysis. Our results suggest that there is a positive and significant relationship between the use of online teaching techniques and the willingness to use online teaching mode. However, we find an insignificant effect of the use of online teaching techniques on teaching performance. Our findings provide a reasonable guideline for policymakers seeking factors to improve online education.

This paper explores the factors affecting the adoption of Chat GPT by academics in the UK Higher Education by employing the Technology Acceptance Model (TAM) and its extension the Unified Theory of Acceptance and Use of Technology (UTAUT)

This paper explores the factors affecting the adoption of Chat GPT by academics in the UK Higher Education by employing the Technology Acceptance Model (TAM) and its extension the Unified Theory of Acceptance and Use of Technology (UTAUT). Utilising a quantitative web-based survey questionnaire we explore the intentions of academics employed at the University of Liverpool Management School (ULMS) in UK, to incorporate Chat GPT in their teaching practices. The findings show that the original TAM variables of perceived ease of use and perceive usefulness, and perceived self-efficacy (UTAUT) are useful to explain the attitudes of academics toward Chat GPT. Hence, the original TAM remains suitable for use even for new disruptive technologies such as Chat GPT. Till date, this is the only study that empirically explores the factors that motivate academics to adopt Chat GPT in the UK Higher Education.

The book “The Technology Acceptance Model – 30 years of TAM” by Davis and Granic is a retrospective, a state of play and a look forward at the Technology Acceptance Model. It will appeal to a cross section of readers, including those new

The book “The Technology Acceptance Model – 30 years of TAM” by Davis and Granic is a retrospective, a state of play and a look forward at the Technology Acceptance Model. It will appeal to a cross section of readers, including those new to the field, existing researchers and people interested in theory development. The book is divided into three sections plus an appendix. These cover, respectively, the development of the theory, described in terms of Smith and Hitt’s theory of development, a review of recent research in the field, presented as a meta-review of work between 2003 and 2023, a proposal for the future development of the theory via NeuroIS and set of principles for refining the theory a variety of contexts. The book is comprehensive, systematic and thought provoking. It is an interesting addition to the body of work on technology acceptance.