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Educational Design in the Adoption of ICT for Sustainable Digital Learning in Social and Business Sciences: A Structural Equation Model

Author

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  • Jessica Mariela Carvajal-Morales

    (Facultad de Ciencias e Ingeniería, Universidad Estatal de Milagro (UNEMI), 091050 Milagro, Ecuador)

  • Edwin Evaristo León-Plúas

    (Facultad de Ciencias e Ingeniería, Universidad Estatal de Milagro (UNEMI), 091050 Milagro, Ecuador)

  • Juan Diego Valenzuela-Cobos

    (Facultad de Ciencias e Ingeniería, Universidad Estatal de Milagro (UNEMI), 091050 Milagro, Ecuador)

  • Fabricio Guevara-Viejó

    (Facultad de Ciencias e Ingeniería, Universidad Estatal de Milagro (UNEMI), 091050 Milagro, Ecuador)

Abstract

Currently, teaching and learning are significantly influenced by Information and Communication Technologies (ICT), especially in a constantly evolving technological environment. The objective of this study was to develop a structural model to understand how university students use ICT for sustainable digital learning in the areas of social and business sciences. The study investigates the main factors influencing the acceptance of sustainable digital learning based on student satisfaction with the actual use of ICT. This research employs Structural Equation Modeling (SEM) with SEM-AMOS and utilizes a questionnaire based on the conceptual framework of the Technology Acceptance Model (TAM), its variants, and Social Cognitive Theory (SCT) as the primary method of data collection, from which 728 valid responses were obtained. Student responses were classified into several constructs and evaluated to determine their satisfaction with ICT for sustainable digital learning. The findings revealed a significant connection between computer self-efficacy, computer anxiety, and perceived enjoyment towards perceived usefulness and perceived ease of use, which in turn positively influenced student satisfaction with the use of ICT. This model proved effective in explaining student satisfaction and highlights the importance of deeply and strategically integrating ICT into educational design to promote digital learning as sustainability.

Suggested Citation

  • Jessica Mariela Carvajal-Morales & Edwin Evaristo León-Plúas & Juan Diego Valenzuela-Cobos & Fabricio Guevara-Viejó, 2024. "Educational Design in the Adoption of ICT for Sustainable Digital Learning in Social and Business Sciences: A Structural Equation Model," Sustainability, MDPI, vol. 16(23), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:23:p:10674-:d:1537510
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    References listed on IDEAS

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    1. Igbaria, M. & Iivari, J., 1995. "The effects of self-efficacy on computer usage," Omega, Elsevier, vol. 23(6), pages 587-605, December.
    2. Eirene Katsarou, 2021. "The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 8(2), pages 158-172.
    3. Fred D. Davis & Richard P. Bagozzi & Paul R. Warshaw, 1989. "User Acceptance of Computer Technology: A Comparison of Two Theoretical Models," Management Science, INFORMS, vol. 35(8), pages 982-1003, August.
    4. Waleed Mugahed Al-Rahmi & Ahmed Ibrahim Alzahrani & Noraffandy Yahaya & Nasser Alalwan & Yusri Bin Kamin, 2020. "Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability," Sustainability, MDPI, vol. 12(12), pages 1-18, June.
    5. repec:aoj:jeelre:v:8:y:2021:i:2:p:158-172:id:2792 is not listed on IDEAS
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