# Assessing Digital Technologies' Adoption in Romanian Secondary Schools
## 5 Discussion
### General Findings  
Our model's emphasis on ease of use as the primary influence affirms the relevance of TAM. It extends critiques such as those put forward by [PERSON] and [PERSON] [51], who underscore the model's limitations. The dominant role of PEU in our findings supports their contention that factors like digital anxiety remain underexplored and reinforces [PERSON] et al. 's [52] advocacy for supportive environments that encourage experimentation. The substantial impact of ease of use in our analysis implies that reducing cognitive and technical barriers enables teachers to explore new pedagogical possibilities more freely and confidently. Interestingly, the relatively subdued role of perceived quality in influencing actual use diverges from what [PERSON] et al. [53] describe in their digital competence framework. Our findings suggest that teachers sometimes adopt digital tools for practical, immediate needs before assessing their pedagogical value. This pattern aligns with [PERSON]'s [46] observations regarding gaps in developing critical digital skills, where adoption precedes a deep evaluation or reflection on instructional effectiveness. Our findings align with broader conceptual frameworks such as [PERSON] et al. 's [54] evolutionary view of digital transformation and [PERSON] et al. 's [55] focus on the role of institutional culture. The strong link between intention and actual usage confirms that when digital tools meet teachers' needs and contexts, meaningful adoption becomes feasible, reflecting insights from [PERSON] et al. [56]. At the same time, the lesser influence of quality perceptions calls for caution, consistent with [PERSON]'s [57] reminder that not all adoption is inherently beneficial or pedagogically sound. [PERSON]'s [58] early critique remains relevant: technology's adoption rarely unfolds as a neutral or value-free process. Our model, in which ease of use takes precedence over considerations of usefulness or quality, indicates that systemic or institutional pressures may drive adoption more than thoughtful pedagogical reflection. This tension--between clear empirical pathways and more critical, value-laden perspectives--highlights the importance of adopting balanced approaches that consider quantitative evidence along with the complex human realities of teaching and learning [59]. Although the connection between perceived quality and actual usage was statistically significant, it was noticeably weaker than the effect of behavioral intention. These findings suggest that while teachers may acknowledge improvements in instructional quality due to digital tools, this acknowledgment alone does not strongly encourage continued usage. Several possible explanations arise. First, institutional factors such as rigid curricula, limited classroom autonomy, or a lack of time for reflection may hinder teachers from fully integrating and assessing the long-term pedagogical value of these tools [16; 46]. Second, in under-resourced educational systems like Romania's, usage is often driven more by immediate functional needs and technical simplicity than by an appreciation of quality or innovation. These findings suggest that perceived quality serves more as a sustaining factor than as an initiating one. In practice, this means that unless teachers already possess the intention and ability to utilize a tool, perceived benefits alone will not suffice to ensure continued use. As a result, we recommend a two-phase strategy for professional development and policy design. First, initial training should emphasize ease of use, streamline user interaction, and alleviate digital anxiety. Only after basic usage becomes routine should programs introduce more advanced features and pedagogical applications [52]. Second, technology adoption efforts should not cease at rollout. Teacher support programs, including mentoring, peer exchange, and on-demand technical assistance, are crucial for reinforcing adoption and creating the reflective space needed to recognize and appreciate quality gains [60].