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Assessing the validity of utaut among higher education instructors: a meta-analysis.

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Title: Assessing the validity of utaut among higher education instructors: a meta-analysis.
Authors: Noureddine, Rasha1 (AUTHOR) Rasha.Noureddine@ucf.edu, Boote, David1 (AUTHOR) David.Boote@ucf.edu, Campbell, Laurie O.1 (AUTHOR) locampbell@ucf.edu
Source: Education & Information Technologies. Aug2025, Vol. 30 Issue 12, p16687-16719. 33p.
Subject Terms: *Higher education, *Adoption of ideas, *College teachers, Innovation adoption, Technology Acceptance Model, Social influence, Self-efficacy
Abstract: A meta-analytic study was conducted of the Unified Theory of Acceptance and Use of Technology to understand higher education instructors use of technology in teaching and learning. Through broad searches of the years 2003–2023, 117 records were identified for initial review. After reviewing the studies and removing those studies that were duplicates or did not meet the search criteria, ten studies remained for analysis. These ten studies representing global locales were analyzed for this meta-analysis. Results indicated that Performance Expectancy, (= 0.5398) (95% CI: 0.3052—0.7744), p < 0.0001; Effort Expectancy, (= 0.4846) (95% CI: 0.2695—0.6997), p < 0.0001; and Social Influence (= 0.2783) (95% CI: 0.0796—0.4770), p = 0.0061 are strong to moderate predictors of technology adoption; and Facilitating Conditions predict Use Behavior. The findings suggest that faculty need adequate support to ensure they adopt instructional technologies. Institutional policies and professional development initiatives should be designed to emphasize the practical benefits of a specific technology (PE), ensure both adequate training for digital literacy and selection of practical technologies (EE), and provide open and collaborative training environments with clear administrative expectations (SI). Additionally, the significance of robust infrastructure and support systems (FC) to actual use is made explicit. Addressing these factors can improve adoption among instructors, fostering innovation and enhancing the higher education learning experience. Future research should focus on the effect of moderating variables on technology adopting to reduce the heterogeneity found in the current study. [ABSTRACT FROM AUTHOR]
Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assessing the validity of utaut among higher education instructors: a meta-analysis.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Education+%26+Information+Technologies%22&quot;&gt;Education &amp; Information Technologies&lt;/searchLink&gt;. Aug2025, Vol. 30 Issue 12, p16687-16719. 33p.
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  Data: A meta-analytic study was conducted of the Unified Theory of Acceptance and Use of Technology to understand higher education instructors use of technology in teaching and learning. Through broad searches of the years 2003–2023, 117 records were identified for initial review. After reviewing the studies and removing those studies that were duplicates or did not meet the search criteria, ten studies remained for analysis. These ten studies representing global locales were analyzed for this meta-analysis. Results indicated that Performance Expectancy, (= 0.5398) (95% CI: 0.3052—0.7744), p &lt; 0.0001; Effort Expectancy, (= 0.4846) (95% CI: 0.2695—0.6997), p &lt; 0.0001; and Social Influence (= 0.2783) (95% CI: 0.0796—0.4770), p = 0.0061 are strong to moderate predictors of technology adoption; and Facilitating Conditions predict Use Behavior. The findings suggest that faculty need adequate support to ensure they adopt instructional technologies. Institutional policies and professional development initiatives should be designed to emphasize the practical benefits of a specific technology (PE), ensure both adequate training for digital literacy and selection of practical technologies (EE), and provide open and collaborative training environments with clear administrative expectations (SI). Additionally, the significance of robust infrastructure and support systems (FC) to actual use is made explicit. Addressing these factors can improve adoption among instructors, fostering innovation and enhancing the higher education learning experience. Future research should focus on the effect of moderating variables on technology adopting to reduce the heterogeneity found in the current study. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Education &amp; Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Type: general
      – SubjectFull: Adoption of ideas
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      – SubjectFull: College teachers
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      – SubjectFull: Innovation adoption
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              Text: Aug2025
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