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Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training

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...

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Main Authors:	Ahmed Dahri, Nisar, Al-Rahmi, Waleed Mugahed, Almogren, Abeer S., Yahaya, Noraffandy, Vighio, Muhammad Saleem, Al-Maatuok, Qusay, Al-Rahmi, Ali Mugahed, Al-Adwan, Ahmad Samed
Format:	Article
Language:	English
Published:	MDPI 2023
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/107325/1/NoraffandyYahaya2023_AcceptanceofMobileLearningTechnology.pdf http://eprints.utm.my/107325/ http://dx.doi.org/10.3390/su15118514
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id	my.utm.107325
record_format	eprints
spelling	my.utm.1073252024-09-01T07:13:55Z http://eprints.utm.my/107325/ Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training Ahmed Dahri, Nisar Al-Rahmi, Waleed Mugahed Almogren, Abeer S. Yahaya, Noraffandy Vighio, Muhammad Saleem Al-Maatuok, Qusay Al-Rahmi, Ali Mugahed Al-Adwan, Ahmad Samed L Education (General) 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. MDPI 2023-05 Article PeerReviewed application/pdf en http://eprints.utm.my/107325/1/NoraffandyYahaya2023_AcceptanceofMobileLearningTechnology.pdf Ahmed Dahri, Nisar and Al-Rahmi, Waleed Mugahed and Almogren, Abeer S. and Yahaya, Noraffandy and Vighio, Muhammad Saleem and Al-Maatuok, Qusay and Al-Rahmi, Ali Mugahed and Al-Adwan, Ahmad Samed (2023) Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training. Sustainability (Switzerland), 15 (11). pp. 1-22. ISSN 2071-1050 http://dx.doi.org/10.3390/su15118514 DOI:10.3390/su15118514
institution	Universiti Teknologi Malaysia
building	UTM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Teknologi Malaysia
content_source	UTM Institutional Repository
url_provider	http://eprints.utm.my/
language	English
topic	L Education (General)
spellingShingle	L Education (General) Ahmed Dahri, Nisar Al-Rahmi, Waleed Mugahed Almogren, Abeer S. Yahaya, Noraffandy Vighio, Muhammad Saleem Al-Maatuok, Qusay Al-Rahmi, Ali Mugahed Al-Adwan, Ahmad Samed Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
description	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.
format	Article
author	Ahmed Dahri, Nisar Al-Rahmi, Waleed Mugahed Almogren, Abeer S. Yahaya, Noraffandy Vighio, Muhammad Saleem Al-Maatuok, Qusay Al-Rahmi, Ali Mugahed Al-Adwan, Ahmad Samed
author_facet	Ahmed Dahri, Nisar Al-Rahmi, Waleed Mugahed Almogren, Abeer S. Yahaya, Noraffandy Vighio, Muhammad Saleem Al-Maatuok, Qusay Al-Rahmi, Ali Mugahed Al-Adwan, Ahmad Samed
author_sort	Ahmed Dahri, Nisar
title	Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
title_short	Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
title_full	Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
title_fullStr	Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
title_full_unstemmed	Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
title_sort	acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training
publisher	MDPI
publishDate	2023
url	http://eprints.utm.my/107325/1/NoraffandyYahaya2023_AcceptanceofMobileLearningTechnology.pdf http://eprints.utm.my/107325/ http://dx.doi.org/10.3390/su15118514
_version_	1809136658145083392
score	13.211869

Acceptance of mobile learning technology by teachers: influencing mobile self-efficacy and 21st-century skills-based training

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