Technology Readiness and Accelerated Adoption of Educational Technology at Higher Education Institutions in Cambodia during the COVID-19 Pandemic

This study surveyed 370 teachers and 1,338 students at higher education institutions in Cambodia during the second half of 2020 to explore the extent of accelerated adoption of online learning and teaching, the technology readiness (TR) levels of teachers and students, and the determinant factors of technology adoption. Confirmatory factor analysis and latent cluster analysis were performed to determine technology readiness segmentation, and multivariate linear regression with school fixed effects and clustered standard errors was applied to explore the determinants of technology adoption. The results indicated a massive shift towards adoption of online learning and teaching at Cambodian HEIs while learning loss might have arisen due to poor attendance. The TR scores of almost half of teachers and students were above the mean, and the average TR score of teachers was higher than that of students. The determinants of teachers’ TR were identified as birthplace region, ownership of tablet at home, percentage of teaching time using ICT tools, perceived benefits of using ICT in teaching, general ICT competency, ICT-related training experience, and perception of school ICT infrastructure and policy. The determinants of students’ TR included sex, English language proficiency, home durable assets, ownership of tablet at home, previous online class experience, online learning satisfaction during the school closure and average daily time spent online.