Modelling the factor influencing the implementation of mobile-heutagogical practices among teachers: An application of invariance multi-group structural model

Abstract

The purpose of the study is to identify factors that influence behavioral intention (BI) of teachers in the developing of the Moblie-Heutagogical (m-Heutagogical) Acceptance and Use Model. Many recent surges in published studies have revealed that m-Heutagogy has significant impacts on Edu. 4.0. However, the integrations seem to face a low level of its use among educators in the Malaysia setting. Methodologically, the study used the quantitative approach. A self-administered survey was conducted involving 246 teachers, who were randomly selected from several teacher institutions and universities, where 58.1% (143) of the respondents were pre-service teachers, and 41.9% (103) were practicing teachers. Structural Equation Modeling (SEM) with the use of IBM SPSS Amos was performed to determine the estimates of the parameters of the study model. The study showed that the proposed model fulfilled the requirements of the predetermined fit index, showing Use Expectancy (UE), Facilitating Condition (FC), Social Influence (SI), and Mobile Teacher Efficacy (MTE) were significant factors of behavioral intention (BI). Overall, the analysis of SEM provided strong evidence that the variables of the study contributed to 69.8% of the variances in BI. Also, the findings showed that MTE influenced Behavioural Intention (BI) in the use of mobile heutagogy more strongly for practicing teachers than for pre-service teachers. The implication, this study is the proposed conceptual model can serve as a constructive guideline to help the stakeholders, notably the policymaker, professional development for teachers and to facilitate the implementation of mobile heutagogical practices.