The Direct Effect of Cultural Dimensions on Technology Acceptance in Teaching Practices: Perspectives from Saudi Primary Education

The current study investigated the impact of Hofstede's cultural dimensions on the antecedents of technology acceptance among 239 primary teachers from Dammam City, Saudi Arabia. Utilising the Decomposed Theory of Planned Behavior (DTPB) model while integrating Hofstede's cultural dimensions, the current study overcame a gap in the literature by studying the impact of cultural factors on technology usage. By utilising the Cultural Value Scale (CVSCALE) to gauge individual cultural values with cultural dimensions, the study utilised Partial Least Squares Structural Equation Modeling to assess the relationships between cultural dimensions and factors of technology acceptance. Uncertainty avoidance had a positive impact on perceived ease of use (β = 0.449, p < 0.001) and self-efficacy (β = 0.434, p < 0.001), contrary to expectations from the theoretical framework. Collectivism positively predicted the perceived usefulness (β = 0.225, p = 0.011) and the technological facilitation conditions (β = 0.236, p = 0.001). Long-term orientation had a positive relationship with resource facilitation conditions (β= 0.278, p < 0.001) and peer influence (β = 0.274, p < 0.001). As hypothesized, the power distance negatively influenced self-efficacy; however, the study showed an unexpected positive relationship to compatibility. The investigation provided rich information to further the use of ICT in Saudi primary education.