Technology adoption and digital transformation readiness as predictors of faculty work performance in Vietnamese public universities

Abstract

This study examines how technology adoption and digital transformation readiness predict faculty work performance among lecturers in public multidisciplinary universities in Ho Chi Minh City, Vietnam. Grounded in the Technology Acceptance Model (TAM), the study employed a quantitative design using a structured questionnaire administered to university lecturers. A total of 259 valid responses were analyzed with SPSS 29 and SmartPLS 4 using reliability analysis, exploratory factor analysis, multiple regression, and structural equation modeling. Technology adoption significantly improved faculty work performance. Perceived ease of use, continuance intention, organizational support, technology perception, and attitude toward technology showed significant positive effects within the proposed model, and all seven hypotheses were supported. Faculty work performance in digitally transforming universities improves when lecturers are ready to use technology and when institutions create supportive conditions for sustained adoption. University leaders should strengthen digital infrastructure, training provision, and institutional incentives so that lecturers can more effectively integrate digital tools into teaching and research activities.