Mobile learning technology readiness and acceptance among pre-service teachers in Pakistan during the COVID-19 pandemic

Abstract

Accessibility in education during the COVID-19 pandemic is a big challenge around the world. This study aimed to investigate pre-service teachers’ accessibility, acceptability, and readiness with respect to mobile learning (M-learning) technology and the relationships between M-learning acceptance and readiness. The questionnaires adopted the Unified Theory of Acceptance and Use of Technology. The survey was conducted with 429 pre-service teachers from public and private universities in Pakistan. It was found that mobile phones and the Internet are easily accessible to pre-service teachers. The results reveal that personal innovation, quality of services, and social influence have a significant direct impact on behavioral intention to use M-learning technology. Personal innovation and quality of services have an indirect effect on M-learning readiness. On the contrary, the study found a direct effect of effort expectancy, performance expectancy, personal innovation, quality of services, and behavioral intentions on M-learning readiness. The implications of the findings are also discussed.