Research Summary: Modeling mathematics preservice teachers' intention to adopt blended learning for teaching and assessment in education 5.0: integrating self-efficacy, attitude, and innovation attributes

A recent study investigated factors influencing mathematics preservice teachers' intention to adopt blended learning for teaching and assessment within the context of Education 5.0. The research aims to empirically bridge a knowledge gap regarding institutional, psychological, and innovation-related influences on technology adoption by future educators, particularly in developing countries. Key factors under examination include institutional training, self-efficacy, attitude, and innovation attributes.

Why it matters

This research is strategically important as it addresses the foundational elements of integrating advanced pedagogical methods into future educational practices. Understanding the drivers and barriers to blended learning adoption among preservice teachers is crucial for designing effective professional development programs and ensuring the successful implementation of Education 5.0 initiatives, which leverage technology for enhanced learning outcomes.

Key insights

• Blended learning is identified as a critical pedagogical approach for advancing Education 5.0.
• There is a noted lack of empirical evidence regarding factors influencing preservice mathematics teachers' blended learning adoption.
• The study specifically focuses on preservice mathematics teachers' intentions for both teaching and assessment.
• Factors under investigation include institutional training, self-efficacy, attitude, and innovation attributes.
• The research highlights a particular focus on the context of developing countries.
• The methodology involved a cross-sectional survey of 240 preservice mathematics teachers.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1926606