# Assessing Digital Technologies' Adoption in Romanian Secondary Schools
## 3 Materials and Methods  
### Research Design and Hypotheses  
The modern educational landscape has been significantly reshaped by digital technologies, making their adoption by students and teachers a central focus of current research. [PERSON] [33] originally developed the Technology Acceptance Model (TAM), which is often utilized in studies on user behavior in digital environments and provides a solid theoretical framework for exploring the motivations behind the adoption process. Perceived utility and ease of use shape users' attitudes toward technology. However, experiential factors such as previous interactions with technology or psychological comfort with its use heavily influence these elements [34]. More recently, researchers have shown that the extent of one's digital experience directly impacts one's ability to assess the effectiveness of technology in educational contexts [35,36]. TAM has proven to be a valuable analytical tool for identifying the key factors that affect teachers' decisions to adopt AI-based solutions in their instructional practices [8]. To address the research question (what are the key factors influencing Romanian secondary school teachers' adoption of digital technologies, and how these factors interact within the framework of the Technology Acceptance Model), this study employs a quantitative, theory-driven methodology based on the TAM framework. The research aims to investigate how perceived usefulness (PU), perceived ease of use (PEU), behavioral intention, and quality perceptions influence the actual adoption of digital technologies in Romanian secondary schools. This research employs a structured questionnaire aimed at secondary school teachers to gather empirical data pertinent to each variable in the model. The instrument was specifically crafted to assess TAM-related constructs and their subdimensions, ensuring that every aspect of the research question is comprehensively addressed. The methods for data collection and analysis are outlined in the following sections, which include variable operationalization, sampling design, and the statistical techniques used. Perceived utility (PU) and perceived ease of use (PEU) are the two core characteristics of TAM [37]. Through PU, educators assess a technology's potential to enhance their professional growth and the effectiveness of their instruction. Simultaneously, PEU reflects their perception of the technology's user-friendliness, intuitiveness, and the minimal effort needed to integrate it into daily tasks. These fundamental concepts have evolved, with subsequent studies introducing additional explanatory elements such as adaptability,responsiveness, and creative levels [38; 39]. These enhancements have strengthened TAM's ability to represent the dynamics of technology adoption in modern learning environments. Building on this theoretical framework, we propose the following hypothesis:  
**Hypothesis H1. **_Perceived usefulness (PU) and perceived ease of use (PEU) positively influence the behavioral intention to adopt digital educational technologies._  
Examining the factors influencing PU and PEU is crucial for effectively applying TAM in educational contexts. Speed and innovation are particularly significant among the various qualities that define effective educational technologies. Speed enables educators and learners to access results effortlessly in high-pressure learning environments, where quick adaptation and sustained cognitive effort are essential. This immediacy reduces reaction times and facilitates timely, informed decisions. Conversely, innovation represents the transformative potential of emerging technologies, often challenging traditional teaching methods. This disruptive quality tends to spark educators' curiosity and promote greater engagement in creative and exploratory learning practices when aligned with evolving pedagogical goals. However, adopting technology in education goes beyond mere technical efficiency.