Determinants of teachers’ acceptance and use of digital technologies in stem related - subjects in senior high schools in the Eastern Region of Ghana

Abstract

The rapid growth of digital technologies has significantly influenced teaching and learning worldwide, with important implications for Science, Technology, Engineering, and Mathematics (STEM) education. This study examined how Senior High School STEM teachers in the Eastern Region of Ghana access and integrate digital technologies, the challenges they face, and the factors influencing adoption. Drawing on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and the Technological Pedagogical Content Knowledge (TPACK) frameworks, a quantitative survey design was employed with 196 teachers selected through multi stage sampling technique. Data were collected using structured questionnaires and analysed using descriptive statistics, Kendall’s coefficient, and ordinary least square (OLS) regression. Findings revealed that most teachers had access to general ICT tools such as laptops (93.4%) and video conferencing platforms (93.9%), but fewer engaged with STEM-specific technologies like simulations and programming tools, reflecting a supportive rather than transformative use of technology. Teachers reported moderate use of digital resources for lesson planning and instruction, but limited use for simulations and assessments. Major challenges included inadequate infrastructure, poor internet connectivity, and insufficient training. Regression analysis showed that hedonic motivation, habit, performance expectancy, and price value significantly predicted technology acceptance by 68.2% with hedonic motivation as the strongest predictor. The behavioural intention of the teachers produced an 85% increase in the user behaivour of the teachers towards the use of digital technologies in STEM education. Within the TPACK framework, technological pedagogical knowledge and pedagogical content knowledge were key to digital integration with a significant variance of 71% of teachers’ competencies. The study concludes that while access to digital tools is widespread, effective integration is constrained by systemic barriers. It highlights the need for professional development, stronger policies, and better resource provision to enhance technologydriven STEM teaching in Ghana