TY - JOUR
T1 - Unlocking future learning
T2 - Exploring higher education students' intention to adopt meta-education
AU - Al-Adwan, Ahmad Samed
AU - Alsoud, Malek
AU - Li, Na
AU - Majali, Tha'er
AU - Smedley, Jo
AU - Habibi, Akhmad
N1 - Publisher Copyright:
© 2024
PY - 2024/5/15
Y1 - 2024/5/15
N2 - Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption.
AB - Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption.
KW - Attitude
KW - Herd behavior
KW - Meta-education
KW - Metaverse adoption
KW - Perceived enjoyment
KW - Student autonomy
UR - http://www.scopus.com/inward/record.url?scp=85191027778&partnerID=8YFLogxK
U2 - 10.1016/j.heliyon.2024.e29544
DO - 10.1016/j.heliyon.2024.e29544
M3 - Article
AN - SCOPUS:85191027778
SN - 2405-8440
VL - 10
JO - Heliyon
JF - Heliyon
IS - 9
M1 - e29544
ER -