Abstract
Learning in the 21st century emphasises the development of knowledge and skills required of learners, such as creativity, critical thinking and soft skills, which enable learners to exchange information and learn from one another and ultimately become active global citizens. This study investigated the factors affecting the attitudes and intention of secondary school teachers toward using mobile technologies to teach 21st century learning skills in Thai secondary schools. The researcher extended the technology acceptance model (TAM) as the modelling approach to examine the relationships between six factors: subjective norm (SN), constructivist teaching belief (CTB), relative advantage (ADV), school incentives (SCHI), facilitating conditions (FC), and perceived behavioural control (PBC). Data were obtained from 403 secondary school teachers in the northern, central, northeastern, and southern regions of Thailand through self-report questionnaires, which were analysed using structural equation modelling. The proposed model demonstrated good fit. The study results contribute to existing theories of technology acceptance and extend previous research. This study contributes to the understanding of the use of mobile technologies to teach 21st century learning skills in the context of Thai secondary school. Knowing these secondary school teachers' attitudes toward and behaviours regarding the use of such technology in this context could be informative and advantageous for national school policymakers and educators.
