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How Is Technology Accepted in the Classroom? Exploring the Use of TAM in Educational Research: Aims, Methodologies, Challenges and Key Findings. A Systematic Review

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Title: How Is Technology Accepted in the Classroom? Exploring the Use of TAM in Educational Research: Aims, Methodologies, Challenges and Key Findings. A Systematic Review
Language: English
Authors: Raquel Gil-Fernández (ORCID 0000-0001-9881-8641), Diego Calderón-Garrido (ORCID 0000-0002-2860-6747)
Source: Digital Education Review. 2026 (48):251-267.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Electronic Learning, Technology Uses in Education, Technology Integration, Adoption (Ideas), Models, Educational Research, Educational Technology, Usability, Intention, Predictor Variables
ISSN: 2013-9144
Abstract: The Technology Acceptance Model (TAM) has been widely applied in educational research, resulting in multiple adaptations and methodological variations. This systematic review examines how recent scientific literature has employed TAM to investigate educational technology. A total of 55 JCR-indexed articles published between 2017 and 2021 were selected through a PRISMA-guided process following the PICOC framework and predefined inclusion and exclusion criteria. The findings reveal increasing scholarly interest, with a predominance of quantitative, cross-sectional designs and studies conducted mainly in higher education contexts. The reviewed works primarily analysed TAM in relation to digital learning environments, specific tools and platforms, pedagogical applications, and the determinants of technology acceptance. Overall, the literature confirms that TAM remains a robust and consistent framework for interpreting technology acceptance in educational settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500395
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Raquel+Gil-Fernández%22">Raquel Gil-Fernández</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9881-8641">0000-0001-9881-8641</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diego+Calderón-Garrido%22">Diego Calderón-Garrido</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2860-6747">0000-0002-2860-6747</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Digital+Education+Review%22"><i>Digital Education Review</i></searchLink>. 2026 (48):251-267.
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  Data: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
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  Data: The Technology Acceptance Model (TAM) has been widely applied in educational research, resulting in multiple adaptations and methodological variations. This systematic review examines how recent scientific literature has employed TAM to investigate educational technology. A total of 55 JCR-indexed articles published between 2017 and 2021 were selected through a PRISMA-guided process following the PICOC framework and predefined inclusion and exclusion criteria. The findings reveal increasing scholarly interest, with a predominance of quantitative, cross-sectional designs and studies conducted mainly in higher education contexts. The reviewed works primarily analysed TAM in relation to digital learning environments, specific tools and platforms, pedagogical applications, and the determinants of technology acceptance. Overall, the literature confirms that TAM remains a robust and consistent framework for interpreting technology acceptance in educational settings.
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Technology Integration
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