Decoding digital integration: exploring factors influencing mathematics teachers’ technology adoption

Abstract The rapid advancement in digital technologies has prompted educational reforms globally. The present study examines the decisive factors that impact mathematics teachers’ integration of digital technologies within a one-to-one digital learning environment. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as a guiding framework, our research intends to identify predictors that influence teachers’ continuance intentions (CI) to incorporate these technologies. The research employs a modified UTAUT model that includes, beyond its core constructs, additional factors identified as significant in previous studies: perceived pedagogical impact (PPI), social influence and student expectations (SSE), and anxiety (ANX). Survey data from 918 mathematics teachers were analysed using structural equation modelling (SEM). The findings indicate that performance expectancy (PE), facilitating conditions (FC), and technology compatibility (TC) positively influence CI, while ANX has a negative effect. No significant gender differences were observed. Furthermore, our analyses indicate that the influence of the predictor variables on teachers’ CI is only marginally moderated by teachers’ experience. These results underscore the need for targeted professional development that enhances teachers’ confidence and digital competencies while addressing technology-related anxiety. To maximise the benefits of digital integration in mathematics education, institutional support should prioritise reducing barriers to technology use and fostering positive perceptions of its pedagogical impact.