Digital literacy as a mediating factor and generation as a moderating factor on continuance to use digital technology for early childhood education teachers
TL;DR
It is demonstrated that while traditional TAM constructs remain relevant, contextual factors such as policy frameworks and digital literacy are increasingly becoming important determinants of sustained technology integration in early childhood education settings.
Abstract
This study examines factors influencing early childhood education (ECE) teachers’ continuance intention to use digital technology by extending the Technology Acceptance Model (TAM) 3. The study combines four exogenous variables—Perceived Ease of Use, Job Relevance, Government Policy, and Digital Literacy—along with the endogenous variable Continuation of Use, with digital literacy as a mediator and generational cohort as a moderator. Data analysis employed a two-stage approach: measurement model assessment verified instrument reliability, convergent validity, and discriminant validity, while structural model assessment tested hypotheses using path coefficients, the epsilon V statistic, and PLS Multi-Group Analysis. Results from 365 ECE teachers revealed three of the four significant direct relationships. Job relevance, government policy, and digital literacy positively influenced continuance of use, while perceived ease of use did not show a significant direct effect. Digital literacy significantly mediated the relationships between Perceived Ease of Use and Continuation of Use, and between job relevance and Continuation of Use, but not between government policy and Continuation of Use. Generational cohort significantly moderates the relationship between government policy and sustained adoption. The model exhibits moderate predictive quality. These findings suggest increasingly convergent technology acceptance across generations in the workplace context, with government policy playing a significant role in sustained adoption. Practical implications emphasize establishing digital literacy standards for early childhood teachers and strengthening digital infrastructure. Policymakers can leverage carefully designed regulations and incentives to increase technology adoption across generations. This study contributes to the educational technology literature by demonstrating that while traditional TAM constructs remain relevant, contextual factors such as policy frameworks and digital literacy are increasingly becoming important determinants of sustained technology integration in early childhood education settings.