Investigating technology, language, and institutional context: the moderating role of public university environments among Bangladeshi graduates

The study investigates how technology-based and English-based education systems influence career management among business graduates in Bangladesh, with particular emphasis on the moderating role of the public university environment. It aims to contribute to the broader agenda of quality education by examining how institutional contexts shape technology adoption trends and graduates’ career preparedness. Using the Technology Acceptance Model (TAM) as the theoretical foundation, the study analyzes survey responses from 496 business graduates of Bangladeshi public universities. Partial Least Squares Structural Equation Modelling (PLS-SEM) is applied to assess the direct effects of technology-based and English-based education systems on career management, and to evaluate the moderating effect of the public university environment. The results indicate that both technology-based and English-based education systems exert positive and significant influences on career management outcomes. The public university environment further strengthens the relationship between technology-based education systems and career management, highlighting the importance of supportive institutional conditions in enhancing graduates’ technological readiness and career success. The findings suggest practical implications for policymakers and university administrators, including the need to invest in digital infrastructure, provide targeted training for faculty and students, and develop curricula that integrate technology and English proficiency to improve career outcomes. By applying the TAM framework in the Bangladeshi higher education context, the study offers actionable insights for strengthening technology adoption, teaching practices, and career development pathways in public universities.