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Exploring disruptive power: Acceptance of digital technologies in mechanical engineering education among Ghanaian technical university teachers

Jurnal Pendidikan Vokasi · Vol. 13 No. 3 (2023) · hlm. 223–231

DOI
10.21831/jpv.v13i3.63606
ISSN
2476-9401, 2088-2866
Terbit
2023-11-06
Penerbit
ADGVI & Graduate School of Universitas Negeri Yogyakarta
Bahasa
eng

Abstrak

The paper examines the effect of perceived ease of use, user acceptance, and quality assurance practices on the acceptance of digital technology among mechanical engineering teachers in Technical Universities in Ghana. The paper adopts a quantitative research approach using a descriptive survey design. A sample of 167 mechanical engineering teachers was selected using stratified and simple random sampling techniques. Data was collected through a structured questionnaire that included demographic information and variables related to digital technology acceptance. The collected data were analyzed using structural equation modeling with the aid of SmartPLS 4 software. The study's findings reveal that perceived ease of use, user acceptance, and quality assurance practices significantly and positively influence mechanical engineering teachers' acceptance of digital technology. Specifically, the acceptance of quality assurance practices was found to have the strongest impact on technology acceptance among the three factors examined. The study focused on mechanical engineering teachers in Ghana's Technical universities, limiting the generalizability of the findings to other educational contexts. Future research should consider expanding the sample size and including participants from different educational institutions and other disciplines. This study contributes to the existing literature on digital technology acceptance by examining the specific context of mechanical engineering education in Ghana. The findings also contribute to the broader discourse on digital skills development and closing the digital divide in educational settings.

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  • Universitas Halu Oleo
  • Indonesia University of Education
  • Politeknik Negeri Sriwijaya
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Charles Kofi Kafui SekyereAfiliasi tidak diketahui3
Poppy FitriyaniAfiliasi tidak diketahui3
Nurnaningsih HamzahUniversitas Halu Oleo2
Anthony Agyei-AgyemangAfiliasi tidak diketahui2
Peter Oppong TawiahAfiliasi tidak diketahui2
Godwin Kafui AyetorAfiliasi tidak diketahui2
Kofi Owura AmoabengAfiliasi tidak diketahui2
Ade Gafar AbdullahIndonesia University of Education2
Sitti MarwahUniversitas Halu Oleo1
Niken PujirahayuUniversitas Halu Oleo1
Nurhayati HadjarUniversitas Halu Oleo1
Zakiah UslinawatyUniversitas Halu Oleo1
Mustika SariUniversitas Halu Oleo1
Sahindomi BanaUniversitas Halu Oleo1
Abigael KabeUniversitas Halu Oleo1
Rosmarlinasiah RosmarlinasiahUniversitas Halu Oleo1
I Made Arya IrmawanAfiliasi tidak diketahui1
La Ode Agus Salim MandoAfiliasi tidak diketahui1
Yusran YusranUniversitas Halu Oleo1
Muh. DassirAfiliasi tidak diketahui1
Adhetya KurniawanAfiliasi tidak diketahui1
Alif Dimas SunaryoAfiliasi tidak diketahui1
Anies SetiowatiAfiliasi tidak diketahui1
Rahmat Safe'iAfiliasi tidak diketahui1
Irwan Sukri BanuwaAfiliasi tidak diketahui1
Lely Pratiwi SimanjorangAfiliasi tidak diketahui1
Ida Bagus Nyoman UdayanaAfiliasi tidak diketahui1
Bernadetta Dian MaharaniAfiliasi tidak diketahui1
Cahyani Wulan FitriaAfiliasi tidak diketahui1
Nahadi -Afiliasi tidak diketahui1
Wawan BunawanAfiliasi tidak diketahui1
Aloysius RusliAfiliasi tidak diketahui1
Dedy SyamsuarPoliteknik Negeri Sriwijaya1
Zulkifli HarahapAfiliasi tidak diketahui1
Yesi Novaria KunangAfiliasi tidak diketahui1
Muktiningsih NurjayadiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://journal.uny.ac.id/index.php/jpv/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Exploring disruptive power: Acceptance of digital technologies in mechanical engineering education among Ghanaian technical university teachers</dc:title>
	<dc:creator>Tettehfio, Emmanuel Obobi</dc:creator>
	<dc:creator>Setiawan, Agus</dc:creator>
	<dc:creator>Kustiawan, Iwan</dc:creator>
	<dc:creator>Andoh, Prince Yaw</dc:creator>
	<dc:subject xml:lang="en-US">Digital technologies</dc:subject>
	<dc:subject xml:lang="en-US">mechanical engineering education</dc:subject>
	<dc:subject xml:lang="en-US">mechanical engineering teachers</dc:subject>
	<dc:subject xml:lang="en-US">technical university</dc:subject>
	<dc:description xml:lang="en-US">The paper examines the effect of perceived ease of use, user acceptance, and quality assurance practices on the acceptance of digital technology among mechanical engineering teachers in Technical Universities in Ghana. The paper adopts a quantitative research approach using a descriptive survey design. A sample of 167 mechanical engineering teachers was selected using stratified and simple random sampling techniques. Data was collected through a structured questionnaire that included demographic information and variables related to digital technology acceptance. The collected data were analyzed using structural equation modeling with the aid of SmartPLS 4 software. The study's findings reveal that perceived ease of use, user acceptance, and quality assurance practices significantly and positively influence mechanical engineering teachers' acceptance of digital technology. Specifically, the acceptance of quality assurance practices was found to have the strongest impact on technology acceptance among the three factors examined. The study focused on mechanical engineering teachers in Ghana's Technical universities, limiting the generalizability of the findings to other educational contexts. Future research should consider expanding the sample size and including participants from different educational institutions and other disciplines. This study contributes to the existing literature on digital technology acceptance by examining the specific context of mechanical engineering education in Ghana. The findings also contribute to the broader discourse on digital skills development and closing the digital divide in educational settings.</dc:description>
	<dc:publisher xml:lang="en-US">ADGVI &amp; Graduate School of Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2023-11-06</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/jpv/article/view/63606</dc:identifier>
	<dc:identifier>10.21831/jpv.v13i3.63606</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Vokasi; Vol. 13 No. 3 (2023); 223-231</dc:source>
	<dc:source>2476-9401</dc:source>
	<dc:source>2088-2866</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/jpv/article/view/63606/20876</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan Vokasi</dc:rights>
</oai_dc:dc>