Professional identity and teachers' learning technology adoption: A review of adopter-related antecedents
Open accessAbstract
This paper reviews adopter-related antecedents of learning technology adoption by higher education teachers. We, drawing on findings from Management and Psychology, Computing, and Education, suggest an adopter-centered perspective on teachers' learning technology adoption and identify work-related, technology-related, and teaching-related antecedents, which reflect aspects of teachers' professional identity. We further argue that teachers' professional identity shapes their perception of innovation characteristics, which in turn affects learning technology adoption. The paper concludes by highlighting that future research and practice should explore aspects of professional identity in order to more fully explain learning technology adoption, and should facilitate the adoption process through addressing the reconstruction of professional identity.
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For teachers, PI is closely tied to educational mission, student development, and social responsibility.
“For teachers, PI is closely tied to educational mission, student development, and social responsibility (Liu and Geertshuis, 2016).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Liu and Geertshuis, 2016
When technology integration aligns with professional mission, innovation becomes an identity-driven practice rather than a purely instrumental choice.
“When technology integration aligns with professional mission, innovation becomes an identity-driven practice rather than a purely instrumental choice (Liu and Geertshuis, 2016).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Liu and Geertshuis, 2016
Cites
Perceived usefulness, perceived ease of use, and user acceptance of information technology
Davis, F. D. (1989) · MIS Quarterly · doi:10.2307/249008 · Cited by 68,483 · see citing works
Understanding User Responses to Information Technology: A Coping Model of User Adaptation1
Beaudry, A., & Pinsonneault, A. (2005) · MIS Quarterly · doi:10.2307/25148693 · Cited by 869 · see citing works
How does it feel? Teachers' emotions in a context of change
Van Veen, K., & Sleegers, P. (2006) · Journal of Curriculum Studies · doi:10.1080/00220270500109304 · Cited by 255 · see citing works
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Bai, X., & Hsieh, T.-S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1834827
“When technology integration aligns with professional mission, innovation becomes an identity-driven practice rather than a purely instrumental choice (Liu and Geertshuis, 2016).”
- Authors
- Liu, Q., & Geertshuis, S.
- Affiliations
- University of Auckland (NZ)
- Venue
- ASCILITE Publications
- Publisher
- Open Access Publishing Association
- Published
- 2016-11-25
- Pages
- 365-374
- ISSN
- 2653-665X (ISSN-L)
- OpenAlex
- W4399134113
- Cited by
- 7
- References
- 3
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 1 · 2022: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- ASCILITE Publications (publishedVersion, cc-by)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education and Technology Integration
- Keywords
- learning technology adoption, professional identity, higher education teachers, technology adoption, innovation characteristics, antecedents of adoption, teacher perceptions
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