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Hok Chhun
Royal University of Phnom Penh, Phnom Penh, Cambodia
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Faculty Members’ Behavioral Intention toward Technology Integration in University Teaching Practices in Cambodia Hok Chhun
International Journal of Education, Vocational and Social Science Vol. 5 No. 04 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i04.6413

Abstract

Technological advancements have swiftly transformed higher education, affecting faculty responsibilities, institutional ethos, and pedagogical methods. Higher education institutions have had difficulties in adapting, resulting in possible disconnections between modern students and conventional teaching methods. This quantitative correlational research investigated if the variables of the Unified Theory of Acceptance and Use of Technology (UNAT), such as Performance Expectancy (PERE), Effort Expectancy (EFFE), Social Influence (SOCI), and Facilitating Conditions (FACC), forecasted faculty members’ Behavioral Intention (BEHI) to utilize technology in two public universities in Phnom Penh, Cambodia. Demographic factors such as age, gender, and years of experience were incorporated as control variables. Employing survey data from 111 faculty members, Pearson’s correlation and simple linear regression analysis were performed. Findings demonstrated that Performance Expectancy (PERE), Effort Expectancy (EFFE), and Social Influence (SOCI) were substantial predictors of Behavioral Intention (BEHI) to adopt technology, but Facilitating Conditions (FACC) were not. Teachers were more inclined to adopt technology when they regarded it as educationally beneficial, feasible in terms of effort, and endorsed by their professional networks. These results broaden UNAT research within the relatively neglected area of theological education and provide insights for faculty advancement, institutional governance, and subsequent studies.
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