Title: Factors affecting South African primary school teachers to adopt ICT in assessment practices: empirical evidence from the UTUAT model

Authors: Marien Alet Graham; Dikeledi Eva Matlala; Karen Roux

Addresses: Department of Science, Mathematics and Technology Education, University of Pretoria, Pretoria, South Africa ' Department of Science, Mathematics and Technology Education, University of Pretoria, Pretoria, South Africa ' Department of Science, Mathematics and Technology Education, University of Pretoria, Pretoria, South Africa

Abstract: This study examines predictors of information communication and technology (ICT) adoption in assessment practices among South African primary school teachers utilising the unified theory of acceptance and use of technology (UTAUT) model. A self-developed survey, of which reliability and validity were established, was used to collect data from 200 teachers with at least five years of experience. This article reports on the quantitative results of a broader mixed-method study that used a pragmatic approach. Confirmatory factor analysis confirmed the factor structure of the UTAUT held within the specific context of the study and structural equation modelling showed that the only significant relationship was social influence impacting behavioural intentions. The results underscore the potential of leveraging social influence as a key strategy for promoting ICT adoption among South African primary school teachers. A recommendation includes fostering collaborative environments to encourage peer support, knowledge sharing, and positive role modelling. Some limitations such as focussing on one region, convenience sampling, cross-sectional design and using a self-reported survey are acknowledged.

Keywords: information communication and technology; ICT; assessment; digital competency; technology; motivation; unified theory of acceptance and use of technology; UTAUT; utilisation; South Africa; mixed-method.

DOI: 10.1504/IJLT.2026.152907

International Journal of Learning Technology, 2026 Vol.21 No.1, pp.101 - 118

Received: 29 Jan 2024
Accepted: 10 Jun 2024
Published online: 14 Apr 2026 *

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