# Assessing Digital Technologies' Adoption in Romanian Secondary Schools
## 1 Introduction  
The widespread digital transformation process has profoundly reshaped how secondary schools operate, how technology integrates into teaching and learning, and how students are prepared to navigate the complexities of the modern world. This transformation goes far beyond simply implementing digital tools. It necessitates a fundamental rethinking of instructional practices, a redefinition of the roles and responsibilities of educational stakeholders, and a continuous alignment with emerging pedagogical paradigms [1, 2]. In this evolving academic landscape, teachers play a crucial role. Their ability to acquire and apply advanced pedagogical and digital competencies is vital for maximizing the benefits of technological integration. As [PERSON] [3] highlights, sustained professional development remains central to meaningfully embedding digital tools into instructional design. Educators who successfully harness technology to foster critical thinking and personalize learning environments significantly enhance student engagement and academic progress [4]. Students, the primary beneficiaries of digital transformation, increasingly depend on digital content, interactive platforms, and online resources that offer more flexible and individualized learning experiences [5]. However, this shift also presents ongoing challenges related to unequal access to digital infrastructure, which disproportionately impacts disadvantaged or marginalized communities [6]. Addressing these disparities requires a coordinated approach that includes targeted investments in teacher training, equitable policy-making, and a robust technological infrastructure [7]. The extensive process of digital transformation has profoundly changed how secondary schools operate, how technology is integrated into teaching and learning, and how students are prepared to navigate the complexities of the modern world. This transformation extends far beyond simply implementing digital tools. It requires a fundamental rethinking of instructional practices, a redefinition of the roles and responsibilities of educational actors, and an ongoing alignment with emerging pedagogical paradigms. In this evolving educational landscape, teachers play a pivotal role. Their ability to acquire and apply advanced pedagogical and digital skills is crucial for maximizing the benefits of technological integration. At the same time, this transition is influenced by various barriers, such as unequal access to infrastructure, different levels of digital competence, and gaps in institutional support. Therefore, understanding how educators perceive and adopt digital technologies is essential for guiding future policy and practice. This study addresses the following research question: What are the key factors influencing secondary school teachers' adoption of digital technologies, and how do these factors interact within the framework of TAM? To answer this, we first explore the teachers' perceptions of the usefulness and ease of use of digital tools. Next, we analyze their behavioral intentions and actual usage patterns. Finally, we assess how these perceptions influence perceived quality and a broader adoption of technology in educational settings. The novelty of this research lies in its application of an extended TAM framework to the under-explored context of Romanian secondary education, utilizing empirical data from 430 teachers. By concentrating on behavioral intention, perceived quality, and usage patterns, this study provides original insights into how systemic and individual factors jointly shape digital adoption. Moreover, employing PLS-SEM offers a robust analytical foundation, delivering theoretical refinement and practical implications for digitally transforming schools in emerging education systems. This paper unfolds in six main sections. Following this introduction, the literature review synthesizes recent research on digital education and Technology Acceptance Models.