Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

Nisar Ahmed Dahri, Waleed Mugahed Al-Rahmi (), Abeer S. Almogren, Noraffandy Yahaya, Muhammad Saleem Vighio, Qusay Al-maatuok, Ali Mugahed Al-Rahmi and Ahmad Samed Al-Adwan
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Nisar Ahmed Dahri: Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah 67450, Pakistan
Waleed Mugahed Al-Rahmi: Faculty of Social Sciences and Humanities, School of Education, University Teknologi Malaysia, Johor 81310, Malaysia
Abeer S. Almogren: Department of Visual Arts, Arts College, King Saud University, Riyadh 145111, Saudi Arabia
Noraffandy Yahaya: Faculty of Social Sciences and Humanities, School of Education, University Teknologi Malaysia, Johor 81310, Malaysia
Muhammad Saleem Vighio: Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah 67450, Pakistan
Qusay Al-maatuok: School of Digital, Technologies and Arts, Staffordshire University, Stoke-on-Trent ST4 2DF, UK
Ali Mugahed Al-Rahmi: Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Johor 86400, Malaysia
Ahmad Samed Al-Adwan: Department of Business Technology, Business School, Al-Ahliyya Amman University, Amman 82822, Jordan

Sustainability, 2023, vol. 15, issue 11, 1-22

Abstract: This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study’s findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.

Keywords: 21st-century skills; mobile learning acceptance; lifelong learning; creative thinking skills; teacher professional development; UTAUT (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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