From Intention to Behavior: The Role of Individual-Technology Fit in Promoting University Lecturers’ Use of ICT in Teaching

Ahiatrogah, P. D., & Barfi, K. A. (2016, August). The attitude and competence level of basic school lecturers in the teaching of ICT in Cape Coast Metropolis. In Proceedings of INCEDI 2016 conference (pp. 29-31).
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.
Al-Emran, M. (2021). Evaluating the use of smartwatches for learning purposes through the integration of the technology acceptance model and task-technology fit. International Journal of Human–Computer Interaction, 37(19), 1874-1882.
Althunibat, A. (2015). Determining the factors influencing students’ intention to use m-learning in Jordan higher education. Computers in Human Behavior, 52, 65-71.
Amedeker, M. K. (2020). Changing Educational Policies: Implications for ICT Integration in Science Instruction and Performance of Students in Ghanaian Senior High Schools. International Association for Development of the Information Society.
Barnes, S. J. (2020). Information management research and practice in the post-COVID-19 world. International Journal of Information Management, 55, 102175.
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distributed Learning, 12(3), 98-118.
Bin, E., Islam, A. A., Gu, X., Spector, J. M., & Wang, F. (2020). A study of Chinese technical and vocational college lecturers' adoption and gratification in new technologies. British Journal of Educational Technology, 51(6), 2359-2375.
Buabeng-Andoh, C. (2012). Factors influencing lecturersâ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1).
Buabeng-Andoh, C., & Yidana, I. (2015). lecturers’ ICT usage in second-cycle institutions in Ghana: A qualitative study. International Journal of Education and Development using ICT, 11(2).
Cheng, E. W. (2019). Choosing between the theory of planned behavior (TPB) and the technology acceptance model (TAM). Educational Technology Research and Development, 67, 21-37.
Chinese Academy of Cyberspace Studies (Ed.)(2021).World Internet Development Report 2019 Blue Book for World Internet Conference. https://doi.org/10.1007/978-981-33-6938-2.
Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for lecturers: A world of change. European journal of teacher education, 32(1), 3-19.
Cox, M. J. (2013). Formal to informal learning with IT: research challenges and issues for e?learning. Journal of computer assisted learning, 29(1), 85-105.
Demirel, M., & Akkoyunlu, B. (2017). Prospective lecturers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy. Educational Research and Reviews, 12(6), 329-337.
Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586-595.
Dwivedi, Y. K., Rana, N. P., Jeyaraj, A., Clement, M., & Williams, M. D. (2019). Re-examining the unified theory of acceptance and use of technology (UTAUT): Towards a revised theoretical model. Information Systems Frontiers, 21, 719-734.
Enrique Hinostroza, J. (2018). New challenges for ICT in education policies in developing countries: The need to account for the widespread use of ICT for teaching and learning outside the school. ICT-supported innovations in small countries and developing regions: Perspectives and recommendations for international education, 99-119.
Ezziane, Z. (2007). Information technology literacy: Implications on teaching and learning. Journal of Educational Technology & Society, 10(3), 175-191.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472.
Frey, C. B., & Osborne, M. A. (2013). The future of employment: How susceptible are jobs to computerisation?. Technological forecasting and social change, 114, 254-280.
Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of education and Development using ICT, 9(1), 112-125.
Gökçearslan, ?., Yildiz Durak, H., & Atman Uslu, N. (2022). Acceptance of educational use of the Internet of Things (IoT) in the context of individual innovativeness and ICT competency of pre-service lecturers. Interactive Learning Environments, 1-15.
Habibi, F., & Zabardast, M. A. (2020). Digitalization, education and economic growth: A comparative analysis of Middle East and OECD countries. Technology in Society, 63, 101370.
Heinonen, K., Jääskelä, P., Häkkinen, P., Isomäki, H., & Hämäläinen, R. (2019). University lecturers as developers of technology-enhanced teaching—do beliefs matter?. Journal of Research on Technology in Education, 51(2), 135-151.
Huang, F., & Teo, T. (2020). Influence of teacher-perceived organisational culture and school policy on Chinese lecturers’ intention to use technology: An extension of technology acceptance model. Educational Technology Research and Development, 68(3), 1547-1567.
IDC (Ed.)(2020). IDC FutureScape: Worldwide IT Industry 2021 Predictions. https://www.idc.com/getdoc.jsp?containerId=US46942020.
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in human behavior, 119, 106713.
International Telecommunication Union(Ed.)(2010).World Telecommunication/ICT Development Report 2010. https://www.itu.int/dms_pub/itu-d/opb/ind/D-IND-WTDR-2010-PDF-E.pdf.
Islam, A. A., Mok, M. M. C., Gu, X., Spector, J., & Hai-Leng, C. (2019). ICT in higher education: An exploration of practices in Malaysian universities. Ieee Access, 7, 16892-16908.
Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policy makers. International Education Journal, 6(4), 467-483.
Jimoyiannis, A., & Komis, V. (2007). Examining lecturers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher development, 11(2), 149-173.
Keengwe, J., Kidd, T., & Kyei-Blankson, L. (2009). Faculty and technology: Implications for faculty training and technology leadership. Journal of Science Education and Technology, 18, 23-28.
Koc, M., & Bakir, N. (2010). A needs assessment survey to investigate pre-service lecturers' knowledge, experiences and perceptions about preparation to using educational technologies. Turkish Online Journal of Educational Technology-TOJET, 9(1), 13-22.
Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and informatics, 38, 194-206.
Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysian higher education students’ and lecturers’ experiences. Education and information technologies, 25, 4175-4195.
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence lecturers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Li, B. (2022). Ready for online? Exploring EFL lecturers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196-219.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and lecturers. Journal of computing in higher education, 34(1), 21-38.
Mercader, C., & Gairín, J. (2020). University lecturers' perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4.
Ministry of Education of the People's Republic of China (Ed.)(2023). Digital Transformation and the Future of Education- Keynote Speech at the World Digital EducationConference.http://www.moe.gov.cn/jyb_xwfb/moe_176/202302/t20230213_1044377.html.
Mouthaan, M., Frenken, K., Piscicelli, L., & Vaskelainen, T. (2023). Systemic sustainability effects of contemporary digitalization: A scoping review and research agenda. Futures, 103142.
Mun, Y. Y., Jackson, J. D., Park, J. S., & Probst, J. C. (2006). Understanding information technology acceptance by individual professionals: Toward an integrative view. Information & management, 43(3), 350-363.
Oderinu, O. H., Adegbulugbe, I. C., Orenuga, O. O., & Butali, A. (2020). Comparison of students' perception of problem?based learning and traditional teaching method in a Nigerian dental school. European Journal of Dental Education, 24(2), 207-212.
OECD (Ed.)(2020). Digital Transformation in the Age of COVID-19BUILDING RESILIENCE AND BRIDGING DIVIDES. https://www.oecd.org/digital/digital-economy-outlook-covid.pdf.
Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31.
Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and lecturers during the COVID?19 pandemic. British Journal of Educational Technology, 52(4), 1357-1376.
Papaioannou, P., & Charalambous, K. (2011). Principals’ attitudes towards ICT and their perceptions about the factors that facilitate or inhibit ICT integration in primary schools of Cyprus. Journal of Information Technology Education: Research, 10(1), 349-369.
Parkes, A. (2013). The effect of task–individual–technology fit on user attitude and performance: An experimental investigation. Decision support systems, 54(2), 997-1009.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715-742.
Revythi, A., & Tselios, N. (2019). Extension of technology acceptance model by using system usability scale to assess behavioral intention to use e-learning. Education and Information technologies, 24, 2341-2355.
Rosenberg, M. J., & Foshay, R. (2002). E?learning: Strategies for delivering knowledge in the digital age.
Sarker, M. N. I., Wu, M., Cao, Q., Alam, G. M., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7), 453-461.
Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling lecturers' readiness for online teaching and learning in higher education: Who's ready?. Computers in human behavior, 118, 106675.
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607.
Shin, Y. H., & Hancer, M. (2016). The role of attitude, subjective norm, perceived behavioral control, and moral norm in the intention to purchase local food products. Journal of foodservice business research, 19(4), 338-351.
Szymkowiak, A., Melovi?, B., Dabi?, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of lecturers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Tsiknakis, M., & Kouroubali, A. (2009). Organizational factors affecting successful adoption of innovative eHealth services: A case study employing the FITT framework. International journal of medical informatics, 78(1), 39-52.
Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school lecturers. European journal of psychology of education, 19, 407-422.
Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in human behavior, 67, 221-232.
Xue, E., Li, J., & Xu, L. (2022). Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and mode. Educational Philosophy and Theory, 54(6), 799-811.
Yu, T. K., & Yu, T. Y. (2010). Modelling the factors that affect individuals’ utilisation of online learning systems: An empirical study combining the task technology fit model with the theory of planned behaviour. British Journal of Educational Technology, 41(6), 1003-1017.
Yusop, F. D., Habibi, A., & Razak, R. A. (2021). Factors affecting Indonesian preservice lecturers’ use of ICT during teaching practices through theory of planned behavior. SAGE Open, 11(2), 21582440211027572.
Zacharis, G., & Nikolopoulou, K. (2022). Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’. Education and Information Technologies, 1-18.
Zaremohzzabieh, Z., Roslan, S., Mohamad, Z., Ismail, I. A., Ab Jalil, H., & Ahrari, S. (2022). Influencing factors in MOOCs adoption in higher education: a meta-analytic path analysis. Sustainability, 14(14), 8268.
Zenda, R., & Dlamini, R. (2023). Examining factors that influence lecturers to adopt information and Communication Technology in rural secondary schools: an empirical study. Education and Information Technologies, 28(1), 815-832.

Dong, Z., Aziz, M. F. A., & Anuar, M. A. M. (2025). From Intention to Behavior: The Role of Individual-Technology Fit in Promoting University Lecturers’ Use of ICT in Teaching. International Journal of Academic Research in Progressive Education and Development, 14(2), 1985–2002.

Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode