Quyết định sử dụng lâu dài công nghệ số trong dạy học môn Toán của giáo viên trung học phổ thông tại Việt Nam
Tóm tắt
In the context of educational digital transformation, which places increasingly high demands on teachers’ competence to select, integrate, and sustain the use of technology in teaching, identifying the factors that influence teachers’ continuance intention to use digital technology is important for innovation in general education. This article explores the determinants of Vietnamese upper secondary mathematics teachers’ continuance intention to use digital technology, drawing on an integrated theoretical framework comprising the Expectation Confirmation Model, Task-Technology Fit, and Trust Theory. Survey data from 348 teachers were analysed using partial least squares structural equation modelling. The findings indicate that trust, tasktechnology fit, perceived usefulness, and expectation confirmation all have positive effects on teachers’ continuance intention to use digital technology. The relationships among the factors in the integrated model further help clarify the mechanisms through which technology-use behaviour is formed and sustained in mathematics teaching. Based on these findings, the article provides further scientific evidence for designing school-level digital transformation policies, emphasising the need to select technologies that align with teaching tasks and to strengthen teachers’ trust as an important condition for sustaining the effective and long-term use of digital technology.
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