Factors Predicting Behavioral Intention toward Digital Pedagogy among Preservice Kindergarten Teachers in Inner Mongolia

Abstract

China's education digitalization agenda has increased expectations for the pedagogically meaningful use of digital technologies. Guided by a modified UTAUT model, this cross-sectional correlational study examined whether performance expectancy, innovativeness in digital technology, and trust in digital technology predict behavioral intention to use digital pedagogy among preservice kindergarten teachers in Inner Mongolia. A total of 370 preservice kindergarten teachers enrolled at nine universities completed an online survey adapted from the literature with a five-point Likert scale. Pearson correlation and multiple linear regression analyses were conducted using IBM SPSS Statistics 27. All three predictors were positively correlated with behavioral intention: performance expectancy (r = .279), innovativeness in digital technology (r = .338), and trust in digital technology (r = .356); all p < .001. The regression model was significant, F (3, 366) = 38.501, p < .001, and explained 24.0% of the variance in behavioral intention. Trust was the strongest predictor (β = .296), followed by innovativeness in digital technology (β = .233) and performance expectancy (β = .200). The findings highlight the importance of supporting preservice kindergarten teachers in recognizing the pedagogical benefits of digital technology, encouraging responsible experimentation, and building confidence in digital tools.