A new contextual and comprehensive application of the UTAUT2 model post‐ COVID ‐19 pandemic in higher education

Abstract

Abstract This study examines tertiary students' behavioural intention to resume face‐to‐face mode of study, post‐COVID‐19. A modified UTAUT2 model of nine factors and a moderator is used to investigate the impact of these factors on developing country's tertiary students' behavioural intention. The influence of these students' behavioural intention on se behaviour is also examined. Using a quantitative research approach, data were gathered from 419 students at a regional university using convenience sampling technique. Data were analysed to test and validate the proposed model using covariance‐based structural equation modelling. The study's findings reveal significant positive relationships between social influence, hedonic motivation, facilitating conditions, commitment, behavioural intention and use behaviour. However, it did not find performance expectancy, effort expectancy, price value, trust and comfortability, reporting any significant positive influence on behavioural intentions. Additionally, the moderating analysis shows that COVID‐19 fear did not moderate or strengthen the association between behavioural intentions and use behaviour, given the insignificant interaction effect of COVID‐19 fear. This study provides novelty in the contextual application of the modified UTAUT2 model, post‐COVID‐19. The addition of three additional constructs (trust, commitment and comfortability) has further improved the predictive power of the model. Lastly, the new construct that emerged in recent literature, COVID‐19 fear, has been tested for the first time within the UTAUT2 model as a moderator between behavioural intentions and use behaviour. In terms of practical implications, this study first adds to the current literature on higher education, after the COVID‐19 situation, being useful to education scholars. Second, it also offers specific suggestions to educational institutions and policymakers who fund universities. Such suggestions include: involving students' families in orientation and open day events, featuring family and friend support in promotional activities, upgrading facilities, including more teaching and learning sessions with team‐based assessments, encouraging comfortable interactions and continuously practising COVID‐19 safety protocols.

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