Employees' behavioral intentions toward e-learning adoption in the banking sector: a Tanzanian perspective

Purpose This study aims to examine factors that could explain employees' behavioral intention to use e-learning in the banking workplace in Tanzania. By extending the Technology Acceptance Model (TAM), it incorporates other related factors, like management support, content quality, computer self-efficacy, and subjective norms. Design/methodology/approach The research model and hypotheses were tested by applying partial least square-structured equation modeling to data collected from 239 employees working in the banking sector in Tanzania. Findings The results showed that management support and content quality, perceived usefulness, and perceived ease of use positively affect the usage intention of e-learning for employees in the banking workplace. Second, subjective norms and computer self-efficacy indirectly influenced employees' intention to use e-learning through perceived ease of use. Lastly, perceived usefulness was neither impacted by computer self-efficacy nor subjective norms. Research limitations/implications By extending the Technology Acceptance Model, this study provides novel empirical data on workplace contexts, contrasting with Tanzania's education-centric research, as well as a comprehensive understanding of the factors influencing intention to use e-learning among employees in the banking industry. Researchers can build upon this to explore other potential factors in different settings. Originality/value This study offers a novel contribution by extending TAM to Tanzania's banking workplace, providing robust empirical evidence that external factors like management support and content quality drive perceived usefulness, unlike prior education-focused studies, filling a gap in underexplored workplace e-learning in developing countries. It delivers practical, actionable insights for organizations and policymakers to enhance e-learning utilization.