Factors Influencing Preservice Music Teachers’ Intention to Use Small Private Online Course Blended Learning in Guangdong, China

Abstract

The integration of digital technology into traditional music education necessitates the adoption of blended learning strategies in preservice music teacher training. This study investigated the behavioral intention of 149 preservice music teachers at Zhaoqing University, China, toward small private online courses (SPOC) blended learning, a technology-driven educational approach. Employing an extended unified theory of acceptance and use of technology and technological pedagogical content knowledge (TPACK) framework, the research examined the factors influencing this adoption. The study employed SPSS and SmartPLS software for data analysis using partial least squares structural equation modeling. Findings revealed a moderate to high intention to use SPOC blended learning, and all constructs of the research model were significantly predictive of preservice music teachers’ behavioral intention (R2 = 0.846). Notably, performance expectancy, effort expectancy, and facilitating conditions did not directly influence intention. However, satisfaction mediated these relationships. Furthermore, technostress acted as a significant mediator between TPACK and intention. This study highlights the importance of managing technostress and enhancing teacher satisfaction to implement digital education reforms, particularly in developing preservice music teachers’ TPACK. It provides insights for educational institutions in navigating the complexities of technology integration and ensuring successful implementation of blended learning.