Educational Technology Adoption in Moroccan Universities: Empowering Employability and Aligning with the Industrial Ecosystem

Abstract

This study investigates the determinants of educational technology adoption among university faculty, with a particular emphasis on its contribution to the development of students' professional competencies in alignment with evolving industry expectations. Drawing on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), data were collected from 80 faculty members at the Faculty of Legal, Economic and Social Sciences, Sidi Mohamed Ben Abdellah University of Fez, Morocco. Using structural equation modeling (SEM), the findings reveal that facilitating conditions are the only significant predictor of actual technology use. In contrast, perceived usefulness, perceived ease of use, and social influence show no statistically significant impact. These results underscore the importance of robust digital infrastructure and institutional support in enabling meaningful technology integration in higher education. The study provides actionable insights for policymakers aiming to bridge the gap between academic instruction and professional skill development through effective digital adoption.