Abstract:
The rapid integration of google workspace tools in higher education has the potential to transform
education. To fully realize this potential, it is crucial to understand the factors that influence
educators’ attitudes and intentions toward adopting these tools. However, current research has
mainly focused on specific contexts, highlighting the need for a comprehensive examination in
different educational settings. This study delves into the complexities of the Technology Accep-
tance Model and expands its scope by considering additional external variables. Data was
collected through an online survey, with 396 educators sharing their perspectives and intentions
regarding google workspace tools. We used composite-based structural equation modeling,
implemented by the SEMinR package in the R programming language, to rigorously assess the
measurement and structural models of the constructs. The study’s findings reveal significant
relationships among the factors that shape educators’ perceptions and behaviors in relation to
google workspace tools. Notably, all paths show significant influence, except those connecting
social influence to perceived usefulness and ease of use to attitude. Additionally, the research
identifies the moderating impacts of gender, which do not significantly contribute to the observed
relationships. This study contributes substantially to the growing knowledge of technology
adoption in higher education. Furthermore, it offers valuable insights that can benefit educators,
institutions, and policymakers who want to leverage the potential of google workspace tools for
teaching and assessment. Lastly, the study provides clear directions for future research in this
area
