What Drives Technology Adoption in Music Education? A UTAUT2-Based Qualitative Study of Music Teachers in Fujian, China

This qualitative study explored music teachers’ perceptions of technology use in Fujian Province of China through the lens of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), which identifies key factors that influence technology adoption. The study conducted semi-structured interviews with 14 music teachers and applied deductive thematic analysis. The results revealed five key dimensions facilitating technology acceptance among music teachers: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Habit. Surprisingly, there was little qualitative evidence that Hedonic Motivation played a role in their technology adoption. The findings indicate that music teachers in Fujian Province of China prioritise teaching effectiveness, operational simplicity, institutional networks, support resources, and established practices rather than personal pleasure when adopting technology. These considerations exhibit complex interactions in higher music education within this regional Chinese context, where differences in cultural values subtly but significantly shape teachers’ technology adoption decisions. This study extends the UTAUT2 model to a non-Western context, deepening the understanding of technology integration in music education while providing insights into technology enhanced instruction across cultural contexts.