Digital literacy and privacy concerns as determinants of next-generation technology adoption in higher education: an extended UTAUT2 perspective

The trend of next-generation digital technologies being more widely used in higher education implies that it is time to deal with the factors that affect their adoption and usage more effectively. The current research normalizes the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model by the acceptance of digital literacy and privacy concerns and thereby examining the user's engagement, satisfaction, and performance in learning. Despite extensive use of the UTAUT2 framework in higher education, limited research integrates digital literacy and privacy concerns as core determinants of next-generation technology adoption. This study addresses the lack of a comprehensive model examining how these factors interact with traditional predictors to influence behavioral intention and learning outcomes. The approach of quantitative research design was applied for the collection of data done through an online survey directed at students in higher education during the shift to hybrid and online learning modes. Partial Least Squares Structural Equation Modeling (PLS-SEM) version 4.1.0.3 was used to analyze data of 268 valid responses received. The results of the study show that among the factors predicting the adoption of the technology, performance expectancy had the strongest impact, while behavioral intention, facilitating conditions, and social influence were the other factors that were significantly affected. Besides, social influence, in a positive manner, affects user engagement and satisfaction which highlights the need for peers and encouragement while using technology. The results are a validation of the extended UTAUT2 model's robustness and explanatory power. In conclusion, this research has made a significant contribution around technology acceptance by revealing the fact that the successful adoption of modern educational technologies is not only dependent on the perceived usefulness but also on the level of users’ digital skills, institutional support, and trust-related factors.