Preschool Teachers’ Intentions to Use Digital Storytelling in Early Childhood Education: An Analysis through the UTAUT2 Model

Abstract

This study investigates the factors influencing preschool teachers’ intention to adopt digital storytelling (DST) in early childhood education, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. A quantitative research design was employed, collecting data from 550 in-service preschool teachers in Turkey through a structured questionnaire. Constructs from UTAUT2—including performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit—were measured to assess their impact on behavioral inten-tion. The results of the structural equation modeling (SEM) confirmed that all seven constructs significantly and positively predicted teachers’ intentions to integrate DST. Performance expectancy and habit emerged as the strongest predictors, highlighting the importance of perceived pedagogical value and routine technology use. Facilitating conditions and effort expectancy also had notable effects, suggesting that institutional support and ease of use are crucial for adoption. Additionally, hedonic motivation and price value demonstrated that emotional engagement and cost-effectiveness play meaningful roles in shaping acceptance. These findings offer theoretical support for UTAUT2’s application in early childhood education and provide practical insights for improving DST integration. The study emphasizes the need for teacher training, institutional support, and access to cost-effective tools to foster the adoption of innovative pedagogical practices in preschool classrooms.