Factors influencing the adoption and use of ICT among academician in Higher Education Institutions

Abstract

Information and Communication Technology (ICT) is transferring the old traditional paradigm of teaching and learning into a new paradigm of teaching and learning in order to achieve economic prosperity through the development of human resources. However, in many cases, adoption and use of ICT has not kept its promises up to the expected standard. Despite the extensive works on the use of ICT in education, a dearth of studies has considered the disparities in lecturers' adoption and use of ICT tools to deliver their teachings across various academic disciplines in Higher Education Institutions (HEIs). This study, therefore, investigates underlying factors that influence lecturers' intentions towards adoption and use of ICT tools in teaching and learning process across various academic disciplines in HEIs, using Nigerian universities. The study used a theoretical model based on a well-established technology acceptance model, Unified Theory of Acceptance and Use of Technology 2 model (UTAUT 2) and also integrated external constructs from Diffusion of Innovation Theory (DOI), to propose the research model. The moderating effect of academic disciplines on these factors towards lecturers' intentions was also investigated. Methodologically, the study employed an explanatory sequential mixed methods design, where data were obtained from lecturers across various disciplines (N=336) in 11 universities, through a self-designed questionnaire, while semi-structured interviews were also conducted amongst 5 purposively selected lecturers who are faculty members from these Nigerian universities. Quantitative data were analyzed by using Statistical Package for the Social Science (SPSS) and Partial Least Square-Structural Equation Modelling (PLS-SEM), and the qualitative data were analyzed thematically, using Nvivo 12. The results showed that out of 9 factors tested, observability, habit, performance expectancy, and social influence are the important factors in explaining lecturer's intention across various disciplines. Study findings also showed that academic discipline does not have any moderation influence on these factors. Hence, this study is significant in filling the existing research gap as the findings practically contribute towards the exploration and explanation of lecturers’ adoption and use of ICT tools in teaching and learning process across various academic disciplines in Nigeria HEIs. Furthermore, the explanatory sequential mixed methods used may encourage the methodological diversity of future studies in the IS research field. Suggestion for future research basically is the sustainability of the findings. This is to understand the concept and further provide a guide that ensures institutions progress effectively in an identical pattern in integrating ICT in teaching and learning process especially in HEIs in developing countries context.