IDENTIFYING GENERATIONAL DIFFERENCES IN EDTECH ADOPTION AMONG PAKISTANI UNIVERSITY FACULTY: RESISTANCE, ACCEPTANCE, AND TRAINING NEEDS

Abstract

This mixed-method research discusses the generational factors that affect the adoption of educational technology among Pakistani universities faculty members in Lahore and Islamabad. The survey was conducted using stratified random sampling of 400 faculty members each of Baby Boomer, Generation X, and millennial cohort and 30-40 interviews were conducted to gain qualitative information. The study explored the adoption, resistance determinants, acceptance determinants, and intergenerational training requirements. Findings showed that there were statistically significant generational disparities in the rates of EdTech adoption, with the highest number of Millennials (67% daily) using it, followed by Generation X (38%) and Baby Boomers (12%). Constructs of the Technology Acceptance Model had big differences, especially on the ease of use and self-efficacy. The regression analysis also found generation as the most predictive factor with 48.7% variances explaining it with technological self-efficacy, availability of training, institutional support, and peer influence. The qualitative data showed that noncompliance among the older faculty was based on pedagogical ideologies and lack of confidence and not lack of technology. Infrastructure and lack of training were considered to be the major challenges in all generations. The COVID-19 pandemic increased the rate of adoption between cohorts but revealed substantial levels of support gaps. Results highlight the necessity of generation sensitive professional development initiatives, better institutional infrastructure, peer learning, and holistic support systems to bridge the digital divide in Pakistan higher education.