A Framework for Mobile Technology Acceptance in South African Higher Education

Abstract

This study explores the factors influencing lecturers' acceptance of mobile technologies in South African higher education institutions and proposes a sustainable acceptance framework. By triangulating task-technology fit, structuration theory and the technology acceptance model, the research integrated six fundamental constructs, which are technological characteristics, task characteristics, individual characteristics, perceived ease of use, perceived usefulness, and structure. Through quantitative techniques, data was sourced from a cohort of 420 lecturers and later evaluated via SPSS. The findings highlight perceived ease of use, individual readiness, and technological support as significant predictors of mobile technology acceptance. While structural elements influenced perceptions, they did not significantly predict acceptance in the final model. The resulting framework offers strategic insights for institutions, policymakers, and developers to enhance mobile learning implementation. By addressing both technological and contextual dimensions, the study contributes to a nuanced understanding of digital transformation in education, especially within resource-constrained environments.