Anggraeni Widya Purwita, Ersha Aisyah Elfaiz, Afifah Rahmaningrum
Despite the rapid digital transformation in education, little is known about how teachers in professional education programs (PPG) adopt technology within distance learning contexts. This study aims to determine how PPG participants perceive technology, with an emphasis on the role of digital literacy, technology anxiety, and cognitive perceptions in predicting behavioral intention, as well as testing age as a moderating variable. A quantitative method was used through an online survey of 277 PPG participants, employing a five-point Likert scale instrument, with data analyzed using PLS-SEM. The results indicate that digital literacy has a significant positive effect on PEOU, while technology anxiety has a significant negative effect. PEOU significantly influences PU and BIU, while PU is the primary determinant of BIU. Moderator analysis revealed that age does not moderate the relationship between technology anxiety-PEOU or PEOU-BIU, but it significantly moderates the relationship between digital literacy-PEOU, where senior teachers require higher digital literacy to achieve the same level of ease as younger teachers. Technology acceptance in PPG is primarily shaped by digital competence, low anxiety, and positive cognitive perceptions, with practical implications for enhancing digital literacy among senior teachers and developing user-friendly learning platforms to support sustainable technology integration. © 2025 IEEE.
Universitas Negeri Surabaya, Department of Information Systems, Surabaya, Indonesia; Universitas Negeri Surabaya, Department of Information Technology Education, Surabaya, Indonesia; Universitas Negeri Surabaya, Department of Early Childhood Teacher Education, Surabaya, Indonesia
