Integrating educational technology in pedagogy by university teachers in the campus environment

Purpose This study investigates how Educational Technology (EdTech) is integrated with pedagogy by university teachers in India, within campus learning settings. It examines the factors influencing behavioral intention (BI), actual use of EdTech and perceived learning outcomes, providing insights into the human, institutional and motivational dynamics underpinning a technology-enabled teaching-learning system. Furthermore, the study identified key moderating variables that facilitate effective digital integration in higher education. Design/methodology/approach Employing an exploratory descriptive design, this study deploys a modified Unified Theory of Acceptance and Use of Technology (UTAUT2) framework. Primary data were collected using a structured questionnaire from 343 teachers across 21 universities in Eastern India. Analysis of the data was done using SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings Intrinsic motivators -Value Belief, Hedonic Motivation and Habit-emerged as the primary determinants of BI to adopt EdTech, outweighing traditional extrinsic factors. BI significantly influences both actual usage and perceived learning outcomes. Additionally, training, years of teaching experience and institutional technical support act as positive moderators in the adoption process. Research limitations/implications The study does not explore the reasons for non-adoption or the gap between BI and actual use. Future research could adopt longitudinal studies to better understand the technology adoption journey over time. Future studies may incorporate new constructs like Technology, Pedagogy & Content Knowledge, trust, data privacy and security. Practical implications The findings provide valuable insights for policymakers and institutional leaders in the formulation of institutional policies and designing strategies for effective integration of EdTech into pedagogy by teachers in the campus educational environment, thereby improving learning outcomes of the students. Originality/value Distinct from typical student-centric research, this study focuses specifically on university faculty. It maps the entire lifecycle of EdTech integration into stages of pedagogy and educational outcomes. It extends the traditional UTAUT2 model by introducing “Value Belief” as a novel construct and by adding Perceived Outcomes as a dependent variable. It includes academic professional factors and institutional factors as moderating factors. Going beyond adoption, it offers a holistic framework for the integration of EdTech in pedagogy to enhance learning outcomes. This study presents a theoretical template for EdTech adoption by teachers in pedagogy in the context of the campus educational environment and can be further refined for diverse academic settings.