Abstract:

The acceleration of digital transformation in higher education has made the use of technology indispensable for academics in teaching, research, and administrative processes. Innovative technologies such as artificial intelligence, learning management systems, data analytics platforms, online assessment tools, and interactive instructional applications are increasingly utilized to enhance educational quality, support student success, and improve institutional efficiency. However, the effective adoption of these technologies depends not only on institutional infrastructure investments but also directly on academics’ perceptions, attitudes, and intentions regarding technology use.

Within this context, the Technology Acceptance Model (TAM) stands out as one of the most widely used and influential theoretical frameworks for explaining individuals’ acceptance and use of technology. The model emphasizes that perceived usefulness and perceived ease of use are critical determinants of a person’s behavioral intention to use a particular technology. Studies conducted in higher education have shown that academics’ perceptions of these constructs significantly influence the extent to which they integrate technology into course design, research processes, and student interaction. Therefore, TAM serves as a strategic framework for evaluating the effectiveness of digitalization policies in universities and promoting the sustainable use of technology.

Although research examining the factors influencing academics’ technology acceptance has increased in recent years, there is still a clear need for comprehensive and statistically comparative evaluations of these variables. Determining the extent to which academics adopt and integrate technology plays a crucial role in improving digital pedagogy, strengthening professional development programs, and designing effective integration strategies for artificial intelligence and other innovative tools. Moreover, measuring technology acceptance levels is necessary for enhancing the efficiency of digital infrastructures in universities and ensuring the sustainability of technological innovations.

The aim of this study is to evaluate the statistical differences in Technology Acceptance Model perceptions of 800 academics working at universities in Istanbul during the 2024–2025 academic year, based on the variables of gender, age, academic title, tenure, faculty, and daily time spent on the internet. The scale developed by Legramante et al. (2023), which is based on the Davis (1989) framework was used. Since the data did not show a normal distribution, the Mann-Whitney U test was used for comparisons between two groups, and the Kruskal-Wallis test was used for comparisons among three or more groups. According to the analysis results, the Technology Acceptance Model perception levels of women, academics aged 25–35, associate professors, those with 5–10 years of service, academics working in engineering, and those who spend more than 5 hours per day on the internet were found to be significantly higher.

Keywords:

Technology Acceptance Model, Academics, Statistical Analysis.