Nhận thức và thái độ của phụ huynh đối với chuyển đổi số trong giáo dục mầm non: Thực nghiệm tại Việt Nam
Tóm tắt
In the context of accelerating digital transformation, preschool education presents unique characteristics as young children lack the autonomy to use technology independently, making parents indirect decision-makers. This study aims to examine parents’ perceptions and attitudes toward digital transformation in preschool education in Vietnam based on the Technology Acceptance Model (TAM). Data were collected from 386 parents using a structured questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that perceived ease of use positively influences perceived usefulness, while perceived usefulness plays a central role in shaping parental attitudes. In addition, perceived risk has a direct negative effect and simultaneously weakens the core relationships within the model. The study highlights a dual-evaluation mechanism between perceived benefits and risks in an indirect decision-making context, and provides implications for designing digital transformation solutions aligned with parental expectations in preschool education.
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