Technological Readiness: study with teachers and students from higher education institutions

Objective of the study: This study investigated the technological readiness of teachers and students in higher education institutions, with the aim of analyzing how the adoption of digital technologies influences their educational practices and learning experiences. Methodology/approach: Survey carried out in educational institutions in Brazil with a sample of 420 respondents. Using the TRI (Technology Readiness Index) scale, data were analyzed using descriptive statistics and structural equation modeling. Originality/Relevance: The increasingly intense use of technology in Higher Education Institutions (HEIs) in Brazil makes studies on the technological readiness of students, teachers and other education professionals increasingly necessary. The characteristics and attitude of these actors towards technology are fundamental for the implementation of new technologies to present satisfactory results and achieve their objectives. Main results: The results indicated that a low percentage of respondents were classified as refractory to the use of technology (4.3%), while a similar portion were identified as prone to the use of technology (4.3%). The majority of participants (49.3%) were classified as pioneers, demonstrating a high propensity to adopt technology, but presenting discomfort and insecurity regarding its use. Theoretical/methodological contributions: It is important to investigate the causes of discomfort and insecurity among HEI professionals in order to promote technological readiness. This study contributes to the advancement of knowledge about technological readiness in the context of higher education, providing support to improve strategies for using new technologies.