Technology acceptance and academic willingness in supporting the offering of diploma in applied artificial intelligence at polytechnic Malaysia

The rapid advancements in Artificial Intelligence (AI) necessitate a corresponding evolution in technical and vocational education (TVET) to meet future workforce demands. This study investigates the critical factors influencing the successful implementation of a new program to be offered in polytechnic Malaysia which is Diploma in Applied Artificial Intelligence. Using a blended theoretical framework drawing from the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), this paper examines the technology acceptance of key stakeholder who specifically focus on academic and management staff of PolyCC and suggest a model AIMED. Additionally, it explores the construct of academic willingness, which encompasses a faculty’s readiness to adapt to new curricula, acquire new pedagogical skills, and embrace institutional change. A mixed methods approach used by combining questionnaire data and semi-structured interviews, was embedded to gather insights into perceived usefulness, effort expectancy, social influence, and facilitating conditions. The findings from this simulated study suggest that perceived usefulness is the strongest predictor of academic willingness, while facilitating conditions, particularly adequate training and resource allocation, moderate the relationship between technology acceptance and actual curriculum adoption. The paper concludes with strategic recommendations for PolyCC’s leadership, focusing on a robust faculty development plan and a collaborative, bottom-up approach to curriculum design to ensure the long-term success of the new diploma program venturing in artificial intelligence.