A Meta-Analysis of Technology Integration in Higher Education: Comparative Trends from Africa and Asia
Olaniyan, Oluwabukola Abosede (2026)
2026
Master's Programme in Teaching, Learning and Media Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
Hyväksymispäivämäärä
2026-01-20
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202601171546
https://urn.fi/URN:NBN:fi:tuni-202601171546
Tiivistelmä
The COVID-19 pandemic brought a different outlook to the integration of higher education, has underscored the critical importance of understanding factors that influence technology adoption among educators. This meta-analysis synthesizes empirical evidence from 12 journals published between 2011 and 2023 to examine technology acceptance patterns in higher education institutions across Africa and Asia from the standpoint of the Technology Acceptance Model (TAM). The primary objective was to investigate how perceived usefulness (PU), perceived ease of use (PEU), and attitudes toward technology (ATT) influence technology adoption among teachers and students in diverse educational contexts.
The meta-analysis aims to give a breakdown of how the fundamental TAM constructs:(PU, PEU, ATT, & the relationship between the constructs) towards usage, and behavioural intention are collectively influencing technology adoption by university teachers. The findings aim to inform strategies for fostering technology acceptance in higher education, ultimately contributing to improved digital integration in African and Asian universities.
A systematic literature review following PRISMA guidelines identified 14 quantitative studies from ERIC and Scopus databases that examined TAM concepts in higher education settings. The meta-analysis was employed to calculate pooled effect sizes for three key relationships, including PU-PEU, PU-ATT, and PEU-ATT. Moderator analyses were conducted to examine variations by target group (students vs. teachers), (high school vs. university), (Asia vs. Africa), and publication year.
Results revealed moderate positive correlations for all three TAM relationships: PU-PEU, PU-ATT, and PEU-ATT, all statistically significant (p < .001). Also, heterogeneity was observed across all relationships (I² > 80%), indicating considerable contextual variation. Moderator analyses showed that students exhibited consistently stronger TAM relationships than teachers across all variable pairs. Geographical comparisons revealed that Asian contexts demonstrated
These findings validate TAM's continued relevance for understanding technology adoption in higher education while highlighting the importance of implementation strategies.
The study recommends culturally responsive technology integration that considers regional infrastructure and resource constraints, and ongoing professional development that emphasizes both technological utility and usability. This research contributes to theoretical understanding of technology acceptance across diverse educational contexts and provides practical guidance for institutions seeking to enhance digital transformation initiatives in higher education.
The meta-analysis aims to give a breakdown of how the fundamental TAM constructs:(PU, PEU, ATT, & the relationship between the constructs) towards usage, and behavioural intention are collectively influencing technology adoption by university teachers. The findings aim to inform strategies for fostering technology acceptance in higher education, ultimately contributing to improved digital integration in African and Asian universities.
A systematic literature review following PRISMA guidelines identified 14 quantitative studies from ERIC and Scopus databases that examined TAM concepts in higher education settings. The meta-analysis was employed to calculate pooled effect sizes for three key relationships, including PU-PEU, PU-ATT, and PEU-ATT. Moderator analyses were conducted to examine variations by target group (students vs. teachers), (high school vs. university), (Asia vs. Africa), and publication year.
Results revealed moderate positive correlations for all three TAM relationships: PU-PEU, PU-ATT, and PEU-ATT, all statistically significant (p < .001). Also, heterogeneity was observed across all relationships (I² > 80%), indicating considerable contextual variation. Moderator analyses showed that students exhibited consistently stronger TAM relationships than teachers across all variable pairs. Geographical comparisons revealed that Asian contexts demonstrated
These findings validate TAM's continued relevance for understanding technology adoption in higher education while highlighting the importance of implementation strategies.
The study recommends culturally responsive technology integration that considers regional infrastructure and resource constraints, and ongoing professional development that emphasizes both technological utility and usability. This research contributes to theoretical understanding of technology acceptance across diverse educational contexts and provides practical guidance for institutions seeking to enhance digital transformation initiatives in higher education.