ISSN: 2222-6990
Open access
The integration of technology in education, particularly in specialized fields such as music teaching, remains a significant challenge worldwide. In China, despite governmental efforts such as the "Internet Plus Education" initiative, there is limited understanding of junior high school music teachers’ perceptions and the factors influencing their adoption of information-assisted technology. This study aimed to explore junior high school music teachers' insights on the use of information-assisted technology in music education and to identify the facilitating and hindering factors affecting its integration. The research was conducted in Shaoguan City, Guangdong Province, employing a sequential explanatory mixed-methods approach. Initially, a quantitative survey based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) was administered to 213 music teachers. This was followed by qualitative semi-structured interviews with selected respondents to gain deeper insights. Findings indicated that performance expectancy, facilitating conditions, hedonic motivation, and habit were significant predictors of teachers' intentions to adopt information-assisted technology. Qualitative analysis further highlighted that, although teachers recognized significant benefits such as enhanced student engagement and improved instructional resources, they also encountered challenges including inadequate training, limited infrastructure, and varying levels of institutional support. The study contributes to the field by extending the applicability of the UTAUT 2 framework to music education and highlighting the critical role of professional identity and institutional culture in technology adoption. It provides valuable implications for educational policy, emphasizing the need for targeted professional development, investment in infrastructure, and participatory leadership approaches to support effective technology integration in music education.
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