November 21, 2025Beijing international review of educationOpen Access

Teacher Willingness to Sustain Online Teaching in Vocational Education: A Postpandemic Survey Study

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Authors

YLYingqun Liu XGXiu Guan

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Implication

Survey study shows that perceived usefulness impacts teachers' willingness for online teaching in vocational education, indicating digital transformation needs.

Key Points

Teachers' willingness to sustain online teaching is driven by perceived usefulness and resources, affecting vocational education outcomes.
Study analyzed 17,009 responses using structural equation modeling to assess online teaching challenges post-COVID-19.
Integration of context-specific variables into the Technology Acceptance Model enhances understanding of digital transformation.
Advocates for resource repositories and collaborative efforts to improve digital pedagogical competence for teachers.

Cite This Study

Liu et al. (2025) studied this question.

synapsesocial.com/papers/6924e3ecc0ce034ddc34ed90 https://doi.org/10.1177/25902547251395884

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Implication

Survey study shows that perceived usefulness impacts teachers' willingness for online teaching in vocational education, indicating digital transformation needs.

Teacher Willingness to Sustain Online Teaching in Vocational Education: A Postpandemic Survey Study

Discussion

Member takes

Implication

Key Points

Cite This Study

Teacher Willingness to Sustain Online Teaching in Vocational Education: A Postpandemic Survey Study

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider