Facilitating Conditions and Gender Gaps: Predicting Intention to Adopt Digital Education Resources Among Teachers

Abstract

This study examined factors shaping school teachers’ intention to adopt Digital Educational Resources (DER) in Kathmandu Valley, Nepal, based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Factors included were performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioural intention. Fifty-six (56) teachers completed an online survey measuring those factors. Among all the factors, facilitating conditions were the marginally significant positive predictor of behavioural intention to adopt DER. Male teachers reported marginally higher behavioural intention (p =.05) to adopt DER compared to female teachers. However, gender was not a significant moderator in relationship between behavioural intention and its predictors. These findings highlight the role of infrastructural support in encouraging teachers to adopt DER and suggest that gender differences in intention may benefit from further exploration to help guide more inclusive approaches.