ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1632298
Assessing behavioural intentions to eLearning adoption for nursing education: examining the feasibility through the technology Acceptance Model with the emphasis on Digital and Information Literacy among nursing faculty in selected nursing institutions in Kuwait
Provisionally accepted
Muna Alshammari1*
Yakubu Salifu2
Bader Alwadaany1Muhammad Awwal Ladan3Halima Musa Abdul4
Ahmad Alsaber5
Sae'd M Abu El-Kass6- 1Faculty of Health Sciences, Public Authority for Applied Education and Training, Kuwait City, Kuwait
- 2International Observatory on End of Life Care, Faculty of Health and Medicine, Lancaster University, Lancaster, England, United Kingdom
- 3College of Health Sciences, Bayero University Kano, Kano, Nigeria
- 4College of Medical Sciences, Ahmadu Bello University, Zaria, Nigeria
- 5American University of Kuwait, Safat, Kuwait
- 6al-Aqsa University, Gaza City, Palestine
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This study investigates the factors influencing the adoption and behavioral intention toward eLearning models in nursing education, using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis. A structured questionnaire was administered to a sample of 65 participants, examining constructs such as Digital Literacy, Information Literacy, Perceived Usefulness, Feasibility of Adopting eLearning, and Performance Expectancy. Results reveal that Perceived Usefulness has a significant direct effect on Performance Expectancy (β = 0.384, t = 3.200, p = 0.001) and Feasibility of Adopting eLearning (β = 0.264, t = 2.160, p = 0.031), and indirectly affects Behavioral Intention through Performance Expectancy (β = 0.140, t = 1.967, p = 0.049). Performance Expectancy also significantly influences Behavioral Intention (β = 0.364, t = 2.894, p = 0.004) and Feasibility of Adopting eLearning (β = 0.317, t = 2.479, p = 0.013). However, Information Literacy showed limited influence, with non-significant pathways to both Feasibility (β = 0.161, t = 1.364, p = 0.172) and Performance Expectancy (β = 0.181, t = 1.062, p = 0.288). These findings underscore the importance of perceived usefulness and performance expectations as key predictors of eLearning adoption, with implications for enhancing digital literacy and support frameworks in educational settings.
Keywords: ELearning Adoption, Nursing education, Technology acceptance model (TAM), Information Literacy, Kuwait
Received: 20 May 2025; Accepted: 08 Jul 2025.
Copyright: © 2025 Alshammari, Salifu, Alwadaany, Ladan, Abdul, Alsaber and Abu El-Kass. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Muna Alshammari, Faculty of Health Sciences, Public Authority for Applied Education and Training, Kuwait City, Kuwait
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