In the ever-evolving landscape of educational technology, one groundbreaking study sheds light on the factors influencing pre-service mathematics teachers’ (PMTs) readiness and willingness to incorporate micro-lectures into their future teaching practice. Conducted among 535 PMTs in China, this pioneering research employs a modified version of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, revealing intricate relationships between attitudes, social influences, perceived effectiveness, and reflective teaching habits—all crucial in shaping behavioral intentions toward micro-lectures. The findings not only underscore the potent drivers of technology adoption in education but also point to strategic interventions that teacher education programs can embrace for greater technological integration.
At the core of this investigation is the overarching positive behavioral intention exhibited by PMTs toward the use of micro-lectures. Scoring an impressive 4.003 out of 5, the collective responses signal a robust willingness to engage actively with micro-lectures in their professional development. This enthusiasm is particularly pronounced in the desire to participate in learning, collaborative communication, and research activities surrounding micro-lecture content. The significance here is unmistakable: future educators are not simply passively receptive to innovative teaching tools but eager advocates who see value in these concise, targeted instructional formats, ready to recommend and utilize them in broader academic contexts.
Central to shaping these behavioral intentions is attitude—a psychological construct reflecting one’s evaluative disposition toward a behavior. The study’s findings position attitude as the most influential direct predictor, with a path coefficient (β) of 0.555, indicating its commanding role in forecasting PMTs’ intent to integrate micro-lectures. This aligns coherently with longstanding behavioral theories wherein attitude serves as a pivotal mediator between cognitive evaluations and subsequent actions. The implication is clear: fostering positive attitudes toward micro-lectures can dramatically enhance acceptance and use, suggesting that teacher education curricula should emphasize not only skill acquisition but also cultivate favorable perceptions through exposure, success stories, and reflective dialogue.
Social influence emerges as another critical factor, second only to attitude in impacting behavioral intention with a notable coefficient (β = 0.132). This dimension encapsulates the extent to which PMTs perceive pressure or encouragement from significant others—including peers, institutional leaders, and future students—to adopt micro-lectures. Strikingly, the strongest endorsement within this category relates to PMTs’ responsiveness to student preferences, highlighting a student-centered philosophy that drives pedagogical decisions. Such findings resonate with social cognitive perspectives, underscoring the interplay between individual choices and broader social networks. Educational institutions can leverage this by fostering communities of practice, encouraging peer collaboration, and implementing feedback loops that reinforce positive use patterns.
The perceived effectiveness (PE) of micro-lectures also holds considerable sway, influencing both attitude (β = 0.209) and behavioral intention (β = 0.124). PMTs who acknowledge the instructional benefits and usability of micro-lectures not only develop more positive attitudes but also demonstrate greater intent to apply such tools. This echoes the Technology Acceptance Model (TAM) principles where perceived usefulness is a cornerstone determinant of acceptance. Practical applications of this insight include embedding case studies and empirical evidence of micro-lecture efficacy within teacher training modules, alongside providing ample opportunities to dissect high-quality resources and receive expert feedback, thereby solidifying beliefs about their pedagogical merit.
In an insightful advancement, the study highlights the role of reflective teaching (TR) as a foundational element influencing both attitudes and intentions. Reflective practitioners critically assess and adapt teaching strategies, and those with strong reflective habits showed significantly deeper commitment to using micro-lectures (β for attitude = 0.371 and for behavioral intention = 0.106). This finding anchors micro-lecture adoption within a broader professional growth paradigm, emphasizing self-assessment and continuous improvement. Teacher development programs can capitalize on this by incorporating structured reflection activities such as lesson study debriefings, peer discussion forums, and collaborative lesson analyses focused specifically on micro-lecture integration, thus fostering a cycle of reflective practice and technological innovation.
Interestingly, the constructs of technological pedagogical content knowledge (TPACK) and hedonic motivation (HM) do not directly influence behavioral intention but exert indirect effects mediated mainly through attitude and perceived effectiveness. TPACK, representing the harmonious integration of pedagogy, content, and technology knowledge, profoundly informs PMTs’ perceptions that micro-lectures are both effective and easy to use, though its impact on direct intention remains statistically insignificant. This underscores a nuanced reality: while possessing integrative knowledge is crucial, it primarily shapes attitudes which in turn drive behavioral intentions. Strengthening TPACK competencies through interdisciplinary training, demonstration lessons, hands-on projects, and internships become imperative to bolster these mediating pathways.
Similarly, hedonic motivation—a measure of perceived enjoyment and engagement with technology—shapes attitudes significantly (β = 0.280), yet it does not translate directly into intention. This suggests that enjoyment alone is insufficient to drive adoption unless it fosters a favorable attitude. Micro-lecture developers are thus encouraged to enrich content with culturally relevant, interactive elements that amplify both engagement and instructional value. For instance, integrating local traditional folk songs into mathematics micro-lectures not only garners emotional resonance but also deepens pedagogical impact, thereby enhancing attitude and ultimately behavioral intention.
Another compelling insight relates to effort expectancy (EE) and facilitating conditions (FC), both of which surprisingly do not significantly influence behavioral intention in this sample. Despite PMTs rating ease of use low—highlighting challenges in navigating micro-lecture technology—they still express a robust willingness to adopt the tool. This paradox suggests that contemporary learners transcend traditional barriers associated with technology usability, focusing more on benefits and outcomes rather than navigational simplicity. Yet, data reveal substantial concerns about inadequate training, limited professional guidance, and time constraints affecting effective use. These findings illuminate critical gaps where institutions must intervene, offering intensive training programs, ongoing professional support, and resource management strategies to sustain adoption momentum.
The multifaceted nature of these findings sheds new light on the interplay of cognitive, social, and motivational factors shaping educational technology acceptance among future mathematics teachers. While attitude functions as the linchpin of behavioral intention, social influence, perceived effectiveness, and reflective teaching practices jointly infuse the motivation to embrace micro-lectures. Meanwhile, foundational knowledge structures like TPACK and motivational aspects like enjoyment quietly build the scaffolding for positive attitudes. This comprehensive framework equips education stakeholders with nuanced roadmaps to foster technology-enabled pedagogy that is effective, sustainable, and psychologically resonant.
In practical terms, teacher education programs can harness these insights by orchestrating curricular reforms and training interventions that prioritize attitude cultivation, leverage peer and student influence, and integrate reflective practice components. Emphasizing exposure to empirical evidence of micro-lecture benefits, alongside skill-oriented TPACK enhancement and hedonic engagement strategies, promises to produce educators who are both confident and enthusiastic micro-lecture adopters. Additionally, addressing foundational barriers like training deficiencies and time constraints remains essential to convert intention into consistent practice.
This study stands as a timely contribution to the dialogue on educational technology adoption amid rapidly changing digital landscapes. It articulates a data-driven narrative confirming that pre-service mathematics teachers are generally inclined toward micro-lecture integration but are guided by a constellation of psychological and contextual factors. The findings invite further research into implementation dynamics, especially longitudinal investigations tracking actual micro-lecture usage patterns and their impact on student outcomes in STEM disciplines.
Ultimately, the research advocates a holistic approach to technology integration—one that transcends superficial usability concerns and embeds micro-lectures within professional identity formation, social interconnectedness, and reflective pedagogy. This vision aligns with contemporary educational imperatives emphasizing adaptability, innovation, and learner-centeredness. As universities and policymakers consider the future of teacher preparation, these insights provide actionable blueprints to nurture a generation of mathematically literate educators equipped to harness micro-lecture technology as an instrument of transformative learning.
Subject of Research:
The study investigates the behavioral intention of pre-service mathematics teachers in China to adopt micro-lectures for teaching, analyzing the influencing factors through a modified UTAUT2 framework to identify the key determinants shaping technology acceptance among future educators.
Article Title:
Influencing factors of behavioral intention to use micro-lectures for teaching among pre-service mathematics teachers in China: a modified UTAUT-2.
Article References:
Li, X., Wijaya, T.T., Cao, Y. et al. Influencing factors of behavioral intention to use micro-lectures for teaching among pre-service mathematics teachers in China: a modified UTAUT-2. Humanit Soc Sci Commun 12, 1659 (2025). https://doi.org/10.1057/s41599-025-05898-2
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