Gender-Based Intentions to Adopt Digital Teaching Tools Among Teachers in Terengganu
DOI:
https://doi.org/10.37134/ibej.Vol19.1.6.2026Keywords:
Gender-Based Intentions, Digital Teaching Adoption, Quality EducationAbstract
The 21st century has seen a growing integration of digital technology across various sectors, including education. Despite its increasing relevance, the adoption of technology in Malaysian education faces ongoing challenges, particularly among teachers. Common issues include limited ICT proficiency, inadequate training, and insufficient infrastructure, especially in rural areas. This study aims to assess teachers’ intention to adopt digital teaching tools and examine potential gender-based differences. Using a cross-sectional and correlational research design, the study involved 188 teachers from Terengganu, selected through convenience sampling. Data were collected via a structured questionnaire and analysed using descriptive statistics and independent t-tests. The results indicate a generally high intention to adopt digital tools among teachers, with a statistically significant difference between male and female respondents. Male teachers showed a greater inclination toward technology adoption than their female counterparts. These findings highlight the importance of addressing gender-related factors to strengthen digital integration in schools. Identifying disparities in adoption intentions offers valuable insights for policymakers and educational stakeholders working to support equitable and effective technology use in Malaysian classrooms. Overall, this research contributes to the expanding body of knowledge on educational technology integration within the field of business education. It emphasises the need for targeted strategies to overcome gender-specific barriers, improve teacher readiness, and promote inclusive access to digital tools. Enhancing digital competencies in a gender-responsive manner is essential for preparing business educators to meet the demands of modern, technology-driven learning environments.
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