Acceptance of Distance Learning Technologies by Teachers: Determining Factors and Emergency State Influence

Abstract

State of emergency affects many areas of our life, including education. Due to school closure during COVID-19 pandemic as a case of a long-term emergency, education has been moved into a remote mode. In order to determine the factors driving the acceptance of distance learning technologies and ensuring sustainable education, a model based on the Unified Theory of Acceptance and Use of Technology has been proposed and empirically validated with data collected from 550 in-service primary school teachers in Lithuania. Structural equation modelling technique with multi-group analysis was utilized to analyse the data. The results show that performance expectancy, social influence, technology anxiety, effort expectancy, work engagement, and trust are factors that significantly affect teachers’ behavioural intention to use distance learning technologies. The relationships in the model are moderated by pandemic anxiety and age of teachers. The results of this study provide important implications for education institutions, policy makers and designers: the predictors of intention to use distance learning technologies observed during the emergency period may serve as factors that should be strengthened in teachers’ professional development, and the applicability of the findings is expanded beyond the pandemic isolation period.

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