Readiness to Adopt New Technologies for Teaching and Learning in Education of Don Jose Ecleo Memorial College

This study examined the factors influencing the adoption of technology in teaching and learning among faculty and students in a rural higher education institution using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework. The research focused on five constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention. A descriptive-correlational research design was employed, with separate validated instruments administered to students and faculty. The sample consisted of respondents from the institution’s rural campus, selected through stratified random sampling. Data were analyzed using descriptive statistics, correlation, and regression techniques. Results revealed that performance expectancy and facilitating conditions had the highest mean ratings, indicating strong perceptions of technology’s usefulness and the adequacy of institutional support. Effort expectancy and social influence also showed significant positive correlations with behavioral intention. The findings underscore the importance of aligning institutional infrastructure, peer and administrative support, and training programs to strengthen technology adoption. Implications for policy, practice, and future research were identified to enhance the effective integration of educational technologies in similar rural settings.