Modeling early childhood teachers’ intention to use the Kutubee digital platform for interactive reading instruction: a technology acceptance model study

This study examines early childhood teachers’ acceptance of the Kutubee digital platform for interactive reading in Saudi Arabia using the technology acceptance model (TAM). As digital transformation reshapes early literacy instruction, understanding the factors influencing teachers’ adoption decisions is particularly critical in developmentally sensitive early childhood settings. Using a quantitative design, data were collected from Saudi early childhood teachers to examine the effects of perceived usefulness (PU) and perceived ease of use on attitudes and behavioral intentions. The findings indicate that both constructs significantly predict teachers’ attitudes toward the platform, which in turn influence their intention to integrate it into interactive reading practices. PU emerged as the strongest determinant of intention, underscoring the central role of instructional value in technology adoption. The study highlights that effective digital integration in early childhood classrooms depends not only on usability but also on pedagogical alignment and institutional support. By situating technology acceptance within the Saudi linguistic and cultural context, the study contributes to a more nuanced understanding of how digital platforms can support early literacy development and Arabic language enrichment.