2026-04-17T03:58:48Zhttps://recercat.cat/oai/request

oai:recercat.cat:20.500.14342/60652026-03-20T01:12:27Zcom_2072_482405com_2072_183628col_2072_482415

00925njm 22002777a 4500 dc Azanza, Garazi author korres, oihane author Paños-Castro, Jessica author Petchamé, Josep author 2024-07-03 In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers. 2227-7102 https://hdl.handle.net/20.500.14342/6065 https://doi.org/10.3390/educsci14070728 Digital technologies Higher education Internet and communication technology Self-efficacy Empowering university lecturers in the digital age: Exploring the factors influencing the use of digital technologies in higher education