Mohamed, Amna Abdalla (2023) Factors influencing UAE secondary school teachers intention to use education 4.0. Masters thesis, Universiti Tun Hussein Onn Malaysia.

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Abstract

In today’s world, the fast and successful development of information technology in terms of education 4.0 has become an important aspect for secondary school education. With the emergence of the covid-19 outbreak, many secondary education institutions have shifted their teaching and assessment online. However, literature about education reform efforts in the UAE revealed remarkably limited research on the subject. Thus, to fill in this gap, this current research focuses on investigating the intention to use education 4.0 among secondary school teachers in the UAE. This study employs a quantitative research approach by using a questionnaire of 5-point Likert scale to collect the data. The sample of the study is composed of 15 secondary schools from K-12 grade in Al Ain, UAE. The sample of 437 secondary school teachers were analyzed using the Statistical Packages for Social Science (SPSS) Statistics. For the first objective, the finding showed that the level of the intention to use education 4.0 among UAE secondary school teachers was significantly high. Similarly, the overall mean score for the respondent’s level of performance expectancy, effort expectancy, social influence, and facilitating conditions towards education 4.0 is equally significant which explain the willingness of teachers to use education 4.0. On the other hand, the regression results to answer the rest of the objectives revealed a significant positive relationship between performance expectancy, effort expectancy, social influence, facilitating condition and the intention to use education 4.0. The study contributed to the theory and practice of technology adoption in secondary education institutions in a developing country context. In addition, the outcomes of this research can be used to improve teaching experiences for educational managers, educators, and school administrators to effectively plan and implement appropriate learning environment that adequately integrates intention to use education 4.0 systems for teachers to benefit from. Furthermore, the implications of the findings are that the researcher established that most research on technology acceptance using the UTUAT model has been based in western and developed nations. This study has thus provided empirical grounds for comparing this study's findings with those reported from the western context about middle east countries

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