Investigating the use and acceptance of mobile learning in vocational education based on the TAM model

Mobile learning supports lifelong, sustainable education by delivering flexible, accessible content that equips learners with the knowledge, skills, and attitudes demanded by a changing world. For vocational students, who must rapidly master workplace competencies, mobile platforms offer an especially powerful resource. This study examined how 319 Chinese vocational students accept and use mobile learning, drawing on the technology acceptance model and analyzing survey data through PLS-SEM. The results indicate that vocational students’ behavioral intentions have a positive and significant impact on their actual use of mobile learning. Perceived ease of use, perceived usefulness, and attitude have an indirect influence on their actual use of mobile learning. Multiple group analysis revealed that gender has a significant moderating effect on the relationships between perceived ease of use and perceived usefulness, perceived usefulness and behavioral intention, and attitude and behavioral intention. These findings are not only relevant to promoting the adoption of mobile learning among vocational students but also contribute to informing the further development of mobile technology in a manner consistent with sustainable education principles.