Information And Communication Technology (Ict): Usage Frequency And Attitude Towards Usage – Nexus And Mediating Role Of Technology Acceptance Model (Tam)

The National Education Policy (NEP) 2020 emphasizes the transformative role of information and Communication Technology (ICT) in enhancing the quality, accessibility, and inclusivity of higher education in India. In alignment with this vision, the present study aims to validate the Technology Acceptance Model (TAM) by examining the impact of ICT usage frequency and students’ attitudes towards ICT Usage among post graduate management students in the twin cities of Telangana State. The research addresses an important gap by exploring how frequently students engage with ICT tools and how their perceptions regarding the usefulness and ease of use of these tools influence their attitudes. This focus is particularly relevant in the context of Indian higher education’s rapid digitalization under NEP 2020, where understanding the behavioral aspects of ICT adoption becomes critical for the success of e-learning initiatives. To achieve its objectives, the study employed a quantitative research design. A structured questionnaire was distributed to 450 students selected through simple random sampling based on Institutional criteria, yielding 431 valid responses. The model was tested using partial least squares Structural Equation Modeling (PLS-SEM) and hypothesis testing along with model evaluation was carried out using goodness-of-fit measures. The use of PLS-SEM enabled the researchers to analyze complex relationships between constructs and validate the TAM in the specific educational context under study. The findings of the research revealed significant relationships among key variables. Specifically, ICT usage frequency was found that significantly influence both perceived usefulness and perceived ease of use. Moreover, perceived usefulness was identified as a significant mediator between ICT usage frequency and attitude toward ICT usage. Overall, the Technology Acceptance Model (TAM) was validated in this context, which is explaining 42% of the variance in students’ attitudes toward ICT Usage. These results highlight the crucial role of both user perceptions and engagement frequency in shaping positive attitudes toward educational technologies. This research supports e-learning practice by demonstrating that encouraging frequent ICT use can positively impact students’ perceptions, thus promoting greater acceptance and adoption of digital learning tools. By validating TAM within the post-NEP 2020 context, the study advances the compass of e-learning knowledge by providing empirical insights specific to post graduate management education in India. It offers valuable guidance for educators, administrators and policymakers aiming to foster more effective digital learning environments. Such a way, the research contributes significantly to the growing body of literature on technology adoption in higher education and supports the development of inclusive and accessible e-learning strategies aligned with national educational reforms.