Cultural intelligence as an external predictor variable of technology adoption in Namibian higher education

Abstract

The influence of external variables as predictors of the Unified Theory of Acceptance and Use of Technology (UTAUT) model has received little attention. This cross-sectional correlational quantitative study investigated the influence of cultural intelligence as an external predictor of technology adoption among 202 third-year pre-service teachers and their perception of cultural intelligence at a Namibian university. The context-oriented multilevel framework of technology acceptance and use framed the study. Purposive sampling was employed, and data were collected using an online questionnaire. The structural equation modelling analyses revealed that motivational, cognitive, behavioural, and metacognitive cultural intelligence indirectly influenced behavioural intention (BI) through Attitude (ATT), facilitating conditions (FC), social influence (SI), effort expectancy (EE), and performance expectancy (PE). MOTCI (β = 0.44), BCI (β = 0.20), and MCI (β = 0.20), had an indirect effect on BI through PE and ATT. ATT (β = 0.49), PE (β = 0.30), and MCI (β = 0.17) had a direct effect on BI. The total-effects analysis indicated that MOTCI (β = 0.53), ATT (β = 0.49), MCI (β = 0.37), PE (β = 0.30), and BCI (β = 0.11) exerted a significant overall impact on behavioural intention. However, FC, SI, and EE had a weak total effect on BI. BI accounted for 85.1% explained variance from all its predictors directly and indirectly. The preservice teachers endorsed MCI as the strongest cultural intelligence element, followed by MOTCI, BCI, and CCI in decreasing magnitude. The findings suggest that institutions should implement culturally responsive programmes that transform MOTCI, BCI, and MCI into positive attitudes and perceived usefulness, thereby fostering behavioural intention to use technology.