Technological readiness:

study with teachers and students from higher education institutions

Authors

Keywords:

tecnologias digitais , educação superior, Technology Readiness Index, Instituições de Ensino Superior (IES

Abstract

Objective of the study: This study investigated the technological readiness of teachers and students in higher education institutions, with the aim of analyzing how the adoption of digital technologies influences their educational practices and learning experiences.

Methodology/approach: Survey carried out in educational institutions in Brazil with a sample of 420 respondents. Using the TRI (Technology Readiness Index) scale, data were analyzed using descriptive statistics and structural equation modeling.

Originality/Relevance: The increasingly intense use of technology in Higher Education Institutions (HEIs) in Brazil makes studies on the technological readiness of students, teachers and other education professionals increasingly necessary. The characteristics and attitude of these actors towards technology are fundamental for the implementation of new technologies to present satisfactory results and achieve their objectives.

Main results: The results indicated that a low percentage of respondents were classified as refractory to the use of technology (4.3%), while a similar portion were identified as prone to the use of technology (4.3%). The majority of participants (49.3%) were classified as pioneers, demonstrating a high propensity to adopt technology, but presenting discomfort and insecurity regarding its use.

Theoretical/methodological contributions: It is important to investigate the causes of discomfort and insecurity among HEI professionals in order to promote technological readiness. This study contributes to the advancement of knowledge about technological readiness in the context of higher education, providing support to improve strategies for using new technologies.

Author Biographies

Welliton Roque Santos, Universidade FUMEC / Faculdade Vale do Gorutuba - FAVAG

Doutorado em andamento em Administração.
Universidade FUMEC, FUMEC, Brasil.

Mestre em Administração - Ênfase em Estratégias Corporativas.
Fundação Pedro Leopoldo, FPL, Brasil.

Especialista em Sistemas de Informação. (Carga Horária: 360h). Escola Superior Aberta do Brasil, ESAB, Brasil.

Especialista em Metodologia e Inovação do Ensino Superior. (Carga Horária: 360h).
FACULDADE VALE DO GORUTUBA, FAVAG, Brasil.   Especialista em GESTÃO EMPRESARIAL. (Carga Horária: 432h).
FUNDAÇÃO GETÚLIO VARGAS, FGV, Brasil.   Bacharel em Administração de Empresas.
FACULDADE VALE DO GORUTUBA, FAVAG, Brasil.

Tarcísio Afonso, Fundação Pedro Leopoldo - FPL

Doutor em International Business. Ohio University, O.U, Brasil.   Mestre em International Studies.
Ohio University, O.U, Brasil.   Mestre em Engenharia de Produção.
Universidade Federal do Rio de Janeiro, UFRJ, Brasil.   Engenhario
Universidade Federal de Minas Gerais, UFMG, Brasil.

Luiz Rodrigo Cunha Moura, Universidade FUMEC / Fundação Pedro Leopoldo - FPL

Bacharel em Informática - UFV

Especialista em Tecnologia da Informação e Gestão Empresarial - PUC/MG

Mestre em Administração - UFMG

Doutor em Administração - UFMG

Professor da Universidade FUMEC

Professor da Fundação Pedro Leopoldo / FPL

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Published

2024-08-23

How to Cite

Santos, W. R., Afonso, T., & Moura, L. R. C. (2024). Technological readiness: : study with teachers and students from higher education institutions. Journal of Management & Technology, 24(3), 106–127. Retrieved from https://revistagt.fpl.emnuvens.com.br/get/article/view/2922

Issue

Vol. 24 No. 3 (2024)

Section

ARTIGO

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