Purpose This study investigates technology readiness and adoption among Technical and Vocational Education and Training (TVET) teachers in Rajasthan, India, by integrating the Technology Acceptance Model (TAM 4.0) and the Technology Readiness Index (TRI). It examines how demographic characteristics, institutional contexts, acceptance beliefs and readiness dispositions jointly shape behavioural intention toward educational technology. Design/methodology/approach A cross-sectional survey was conducted using multi-stage stratified random sampling across 276 TVET teachers from government and private institutions in urban and rural districts. Validated TAM and TRI scales were administered. Data were analysed using ANOVA and hierarchical multiple regression to assess structural baseline effects and the incremental explanatory contribution of acceptance beliefs and readiness dimensions. Findings Demographic and institutional factors established a significant but modest baseline for behavioural intention. Younger teachers reported higher self-efficacy, rural educators expressed greater discomfort and gender differences were most evident in avoidance-oriented readiness. Acceptance beliefs increased explained variance from 14% to 53%, and the addition of readiness dimensions raised total explained variance to 68%. Approach-oriented readiness showed stronger associations with acceptance beliefs than avoidance-oriented dimensions, indicating an asymmetric readiness structure. Originality/value The study demonstrates the incremental value of readiness dispositions beyond traditional acceptance constructs and advances a layered socio-cognitive framework for understanding digital transformation in heterogeneous vocational education systems.
Nadig et al. (Sat,) studied this question.