Abstract Digitalization has created numerous opportunities to enhance teaching and learning, making the integration of digital media in education a critical area of research. Despite their potential, the use of digital media in education remains limited, raising questions about the factors influencing teachers’ adoption of technology. This study investigates these determinants, drawing on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Data were based on a nationwide survey of 2090 Austrian secondary school teachers and analyzed using structural equation modeling. Behavioral intention significantly predicted the actual use of digital media in the classroom, while perceived facilitating conditions had a weaker but still significant direct effect. Perceived usefulness and perceived competence both emerged as key predictors of behavioral intention, with social influence and perceived competence positively influencing perceived usefulness. These results underscore the importance of both social and personal factors in shaping teachers’ adoption of digital technologies. Overall, the results highlight the critical role of teacher attitudes in shaping the adoption of digital media. The potential of digital media to enhance education can only be realized if teachers are willing to integrate these tools into their practice in a subject-specific didactic manner. Fostering positive attitudes and creating supportive school environments are essential for successful (subject-)didactic integration of digital media. Future research should explore how personal and contextual factors interact to further refine strategies for sustainable technology acceptance in education.
Große et al. (Wed,) studied this question.