Fuzzy Set Qualitative Comparative Analysis to Explore Elementary and Secondary School Teachers’ Behavior and Influencing Factors in Using Digital Learning Tools

We investigated the configurational conditions influencing primary and secondary school teachers’ behavioral intentions (BIs) and usage behavior (UB) in adopting digital learning tools by using fuzzy set qualitative comparative analysis (fsQCA) and Tobit analysis. Based on the extended unified theory of acceptance and use of technology (UTAUT2) and by integrating TPK, configurations that drive or hinder teachers’ use of digital tools were identified. The results revealed that BI formation is driven by the core combination of facilitating conditions (FC) and hedonic motivation (HM); the synergy of FC, HM, and TPK; and the interplay of TPK and HM. UB was significantly promoted by the combinations of H with BI and TPK with BI. Conversely, the low levels of H and BI, or H and TPK lowered the levels of UB. By integrating fsQCA and Tobit analysis, the complex and asymmetric effects in digital tool adoption were understood, and recommendations were proposed to develop differentiated support strategies based on these configurational findings.