中医药院校教师对数智化教育教学工具的应用现状及影响因素研究OA

Objective Against the background of the national strategy for educational digitalization,this study explored how teachers'perceptions of and intention to use digital-intelligent educational tools in TCM colleges and universities influence their actual use behavior,clarified the key influencing pathways,and provided theoretical support and practical insights for the digital-intelligent transformation of TCM education.Methods Based on the Technology Acceptance Model(TAM),a structural equation model was constructed with three latent variables:perceived usefulness,perceived ease of use,and behavioral intention."Actual use behavior"was directly introduced into the model as an observed variable.A questionnaire survey was conducted among 413 full-time teachers from selected TCM colleges and universities across China from June to July 2025 using convenience sampling.Exploratory factor analysis,confirmatory factor analysis,and structural equation modeling were used to examine the path relationships among the variables.Results Perceived ease of use had a significant positive effect on both perceived usefulness and behavioral intention.Perceived usefulness significantly and positively predicted behavioral intention,and behavioral intention had a significant positive effect on actual use behavior.The model showed good goodness of fit.Conclusion The actual use behavior of digital-intelligent educational tools among teachers in TCM colleges and universities is jointly driven by perceived ease of use,perceived usefulness,and behavioral intention.Strengthening perceived value and behavioral intention is key to improving the use of digital-intelligent tools in teaching practice.It is recommended that application pathways and support systems be collaboratively optimized in terms of operational simplification,resource adaptation,and capacity building,so as to enhance teachers'actual application of digital-intelligent tools.