Faculty Members’ Behavioral Intention toward Technology Integration in University Teaching Practices in Cambodia
Keywords:
University Faculty; Behavioral Intention; Technology Integration; Teaching Practices.
Abstract
Technological advancements have swiftly transformed higher education, affecting faculty responsibilities, institutional ethos, and pedagogical methods. Higher education institutions have had difficulties in adapting, resulting in possible disconnections between modern students and conventional teaching methods. This quantitative correlational research investigated if the variables of the Unified Theory of Acceptance and Use of Technology (UNAT), such as Performance Expectancy (PERE), Effort Expectancy (EFFE), Social Influence (SOCI), and Facilitating Conditions (FACC), forecasted faculty members’ Behavioral Intention (BEHI) to utilize technology in two public universities in Phnom Penh, Cambodia. Demographic factors such as age, gender, and years of experience were incorporated as control variables. Employing survey data from 111 faculty members, Pearson’s correlation and simple linear regression analysis were performed. Findings demonstrated that Performance Expectancy (PERE), Effort Expectancy (EFFE), and Social Influence (SOCI) were substantial predictors of Behavioral Intention (BEHI) to adopt technology, but Facilitating Conditions (FACC) were not. Teachers were more inclined to adopt technology when they regarded it as educationally beneficial, feasible in terms of effort, and endorsed by their professional networks. These results broaden UNAT research within the relatively neglected area of theological education and provide insights for faculty advancement, institutional governance, and subsequent studies.
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Robert, J. (2024). AI in education: How teachers & educators can create personalized lesson plans, provide real-time feedback, and help students reach their full potential using artificial intelligence (1st ed.). Madtown Publishing.
Rogers, E. (2003). Diffusion of Innovations (5th ed.). Free Press.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Sorcinelli, D. (2020). Faculty Development. In The SAGE Encyclopedia of Higher Education (1st ed.). SAGE Publications.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Viktora, J. (2005). Not just one more good idea: A reflection on the integration of digital technology in theological education. Theological Education, 41(1), 33–44. https://www.ats.edu/files/galleries/2005-theological-education-v41-n1.pdf
Yamada, F. (2020). Living and teaching when change is the new normal: Trends in theological education and the impact on teaching and learning. The Wabash Center Journal on Teaching, 1(1), 23–36. https://doi.org/10.31046/wabashcenter.v1i1.1580
Zilvinskis, J., & Willis, J. E. (2019). Learning analytics in higher education: A reflection. InSight: A Journal of Scholarly Teaching, 14, 43–54. https://eric.ed.gov/?id=EJ1222846
Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Development of a community of inquiry in online and blended learning contexts. Procedia - Social and Behavioral Sciences, 1(1), 1834-1838. https://doi.org/10.1016/j.sbspro.2009.01.324
Al-Hattami, H. M. (2024). What factors influence the intention to adopt blockchain technology in accounting education? Humanities and social sciences communications, 11(1). https://doi.org/10.1057/s41599-024-03315-8
Aleshire, D. O. (2010). Theological education in North America. In Handbook of Theological Education in World Christianity (1st ed., pp. 503–513). Regnum Books International.
Alshahrani, H. A., & Walker, D. A. (2017). Validity, reliability, predictors, moderation: The UTAUT Model revisited. General Linear Model Journal, 43(2), 23–34. https://www.glmj.org/archives/articles/Alshahrani_v43n2.pdf
Asamoah, M. K., Oheneba-Sakyi, Y., & Tagoe, M. (2024). Faculty acceptance of the utilization of learning management systems in teaching. E-Learning and Digital Media. https://doi.org/10.1177_20427530231156168
Belt, E., & Lowenthal, P. (2020). Developing faculty to teach with technology: Themes from the literature. Tech Trends, 64, 248–259. https://doi.org/10.1007/s11528-019-00447-6
Brownell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity? CBE–Life Sciences Education, 11(4), 339–346. https://doi.org/10.1187/cbe.12-09-0163
Cannell, L. (1999). A review of literature on distance education. Theological Education, 36(1),1–72. https://www.ats.edu/files/galleries/1999-theological-education-v36-n1.pdf
Cortez-Kropf, D. (2018). Applying UTAUT to determine intent to use cloud computing in K-12 classrooms [Doctoral dissertation, Walden University]. ScholarWorks. https://scholarworks.waldenu.edu/dissertations/5212
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dahlstrom, E., & Bichsel, J. (2014). ECAR study of undergraduate students and information technology, 2014 (Research Report). EDUCAUSE. https://library.educause.edu/-/media/files/library/2014/10/ers1406-pdf.pdf
Delamarter, S. (2004). A typology of the use of technology in theological education. Teaching Theology & Religion, 7(3), 134–140. https://doi.org/10.1111/j.1467-9647.2004.00203.x
Delamarter, S. (2005). Theological educators and their concerns about technology. TeachingTheology & Religion, 8(3), 131–143. https://doi.org/10.1111/j.1467-9647.2005.00237.x
Goswami, A., & Dutta, S. (2016). Gender differences in technology usage—A literature review. Open Journal of Business and Management, 4, 51–59. http://dx.doi.org/10.4236/ojbm.2016.41006
Harkness, A. (2018). Faculty enrichment for impact: A schema for holistic faculty development. InSights Journal, 7(2), 1–22. https://insightsjournal.org/faculty-enrichment-for-impact-a-schema-for-holistic-faculty-development/
Heatherton, A., & Trespalacios, J. H. (2021). Examination of the SAMR Model for effective technology integration through an adaptive leadership approach. Journal of Educational Technology, 18(3), 1–9. https://doi.org/10.26634/jet.18.3.18314
Hess, M. E. (2005). Engaging technology in theological education: All that we can’t leave behind. Rowman & Littlefield.
Hiatt, J. (2006). ADKAR: A model for change in business, government, and our community. Prosci Learning Center Publications.
Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1–2), 21–34. https://digitalcommons.du.edu/law_facpub/24/
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers & Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012
Manning, K. (2018). Organizational theory in higher education (2nd ed.). Routledge. https://doi.org/10.4324/9781315618357
Mok, S., Tep, N., Yen, S., Hor, M., Hok, P., & Voeun, V. (2026). Pushed by Pain or Pulled by Vision: Transformational Leadership and Its Implications on Curriculum Reform within Higher Education Institutions in the Khmer Context. Daengku: Journal of Humanities and Social Sciences Innovation, 6(3), 575–599. https://doi.org/10.35877/454RI.daengku5024
Morris, M. G., Venkatesh, V., & Ackerman, P. L. (2005). Gender and age differences in employee decisions about new technology: An extension to the theory of planned behavior. Institute of Electrical and Electronics Engineers, 52(1), 69–84. https://doi.org/10.1109/TEM.2004.839967
Oliver, K. M., Williams-Duncan, S., & Kimball, E. M. (2020). Digital literacies for ministry: A qualitative study of theological educators preparing students for new media engagement. Ecclesial Practices, 7(1), 117–137. https://doi.org/10.1163/22144417-bja10008
Pelletier, K., McCormack, M., Muscanell, N., Reeves, J., Robert, J., & Arbino, N. (2024).EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2024/5/2024hrteachinglearning.pdf
Puentedura, R. R. (2006, August 18). Transformation, technology and education [Conference presentation]. Strengthening Your District Through Technology, Maine School Superintendents Association. http://hippasus.com/resources/tte/
Robert, J. (2024). AI in education: How teachers & educators can create personalized lesson plans, provide real-time feedback, and help students reach their full potential using artificial intelligence (1st ed.). Madtown Publishing.
Rogers, E. (2003). Diffusion of Innovations (5th ed.). Free Press.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Sorcinelli, D. (2020). Faculty Development. In The SAGE Encyclopedia of Higher Education (1st ed.). SAGE Publications.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Viktora, J. (2005). Not just one more good idea: A reflection on the integration of digital technology in theological education. Theological Education, 41(1), 33–44. https://www.ats.edu/files/galleries/2005-theological-education-v41-n1.pdf
Yamada, F. (2020). Living and teaching when change is the new normal: Trends in theological education and the impact on teaching and learning. The Wabash Center Journal on Teaching, 1(1), 23–36. https://doi.org/10.31046/wabashcenter.v1i1.1580
Zilvinskis, J., & Willis, J. E. (2019). Learning analytics in higher education: A reflection. InSight: A Journal of Scholarly Teaching, 14, 43–54. https://eric.ed.gov/?id=EJ1222846
Published
2026-09-08
How to Cite
Chhun, H. (2026). Faculty Members’ Behavioral Intention toward Technology Integration in University Teaching Practices in Cambodia. International Journal of Education, Vocational and Social Science , 5(04), 481-495. https://doi.org/10.63922/ijevss.v5i04.6413
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
