Factors Impacting Students’ Behavioral Intention to Use Digital Learning: A Case Study of a Higher Vocational College in Shandong, China
Keywords:
Behavioral Intention, Digital Learning, Higher Vocational Education, UTAUT, TAMAbstract
Purpose: This study investigates the determinants influencing vocational students’ intentions to adopt digital learning technologies within China’s educational modernization agenda, while developing and validating a practical intervention framework to strengthen engagement in Shandong’s vocational education sector. Research design, data and methodology: A mixed-methods action research design unfolded in three phases: diagnostic assessment, strategic intervention, and impact evaluation. In the diagnostic phase, survey instruments were validated through expert review and pilot testing. Primary data from 107 vocational students were analyzed with multiple linear regression to identify key predictors of adoption. The intervention phase involved 30 students in a nine-week program combining digital literacy training, interactive teaching activities, and structured support mechanisms. Evaluation employed paired-sample t-tests and follow-up interviews to assess improvements in digital competencies, attitudes, and perceptions. Results: Results showed that attitude, performance expectancy, and digital literacy were the strongest predictors of behavioral intention, explaining 60.1% of the variance. Post-intervention, students demonstrated significant gains in digital literacy, attitude, performance expectancy, and behavioral intention, while infrastructure improvements remained limited. Conclusions: By incorporating digital literacy into established acceptance models, this study extends theoretical understanding and provides evidence-based strategies to enhance student competencies and institutional support, offering practical guidance for advancing digital transformation in vocational education.
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