Beyond the intention-behavior gap: A mixed-methods UTAUT study of physical education teachers' technology adoption in Morocco

Abstract

Problem Statement: Technology adoption in education depends on teachers' perceptions and structural conditions. Physical education (PE) remains underexplored in adoption research, particularly in Global South contexts where infrastructure deficits are substantial. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been extensively validated in high-income settings, but its applicability to in-service PE teachers in North Africa has not been empirically examined. Purpose: This study explores technology adoption among Moroccan PE teachers and inspectors using UTAUT, examining construct hierarchies, moderation effects, and structural barriers. Approach: A convergent parallel mixed-methods design integrated survey data (N = 104, six Moroccan regions) with reflexive thematic analysis of semi-structured interviews (N = 5; maximum variation sampling). The 24-item UTAUT instrument showed excellent internal consistency (α = .878-.910). Quantitative analyses included descriptive statistics, confirmatory factor analysis (MLR estimator), multiple regression, and ANOVA. Qualitative analysis followed Braun and Clarke’s (2022) six-phase procedure (κ = .78). Results: Performance Expectancy (M = 3.94) and Behavioral Intention (M = 3.85) were the highest-rated constructs; Facilitating Conditions was the lowest (M = 2.76, Δ = -0.37 below meta-analytic benchmarks). Performance Expectancy (β = .432, p < .001) and Social Influence (β = .276, p = .004) predicted Behavioral Intention (R² = .385). ICT training significantly moderated Facilitating Conditions (F(2, 101) = 7.45, p = .001, η²p = .129). Four qualitative themes emerged: infrastructural constraints, digital inequalities, gamification concerns, and institutional training gaps. A clear intention-behavior gap was observed (usage M = 2.81). Conclusions: Moroccan PE teachers report strong adoption intentions but face structural barriers that create a substantial intention-behavior gap. Facilitating conditions, not psychological readiness, constitute the primary adoption bottleneck. For Morocco Digital 2030 and comparable initiatives, infrastructure investment and disciplinespecific professional development must precede technology deployment. Key Words; facilitating conditions; mixed methods; Morocco; physical education; technology adoption; UTAUT