Qualitative analysis of the socio-organisational factors of ICT acceptance and use in the educational context of Agadir

Abstract

This article presents the findings of an exploratory qualitative study, grounded in a contextualization approach, conducted with teachers and expert practitioners of information and communication technologies (ICT) in Agadir. The study aims to adapt a theoretical model of socio-organizational factors explaining ICT acceptance to the educational context of Agadir.
To collect the data, we conducted semi-structured interviews, guided by an interview protocol organized around four thematic areas, with twelve teachers contacted through various communication channels.
The analysis of the collected data was carried out using NVivo 12 software. We conducted two levels of analysis following a literal approach: first, a lexical frequency analysis, followed by a thematic content analysis.
This study shows that managerial support, the fit between technology and work, infrastructure complexity, and social influence are the factors most frequently mentioned by respondents. Moreover, technology–work fit and infrastructure complexity were raised by all participants as crucial for EICT acceptance, whereas only six interviewees mentioned social influence. As for managerial support, it was presented as a moderating factor between the acceptance and the use of EICT.
This study also examined how age and experience may moderate the effect of meta-personal factors on EICT acceptance in the educational context of Agadir.
Overall, the findings highlight the decisive role of two socio-organisational factors in ICT adoption within an educational setting increasingly shaped by artificial intelligence. These exploratory results should nonetheless be interpreted with caution. They open avenues for further research aimed at validating and generalizing this model, as well as exploring other groups of factors that explain ICT acceptance.
Keywords: Acceptance, educational context, socio-organizational factor, EICT, ICT, use.