Technology Acceptance and the Digital Divide: A Comparative study of an Urban and a Rural College in Sikkim

Abstract

In contemporary society, technology has become so much of our lives that it has changed everything we knew about learning and work and communication. In the context of education, Information and Communication Technologies (ICTs) have improved the students learning, the teaching skills, and the access to knowledge (Hussain et al., 2013). But there are still disparities in how people view and accept technology. Variations in system users’ intention to use technology are explained by the Technology Acceptance Model (TAM), which examines the two primary determinants of users usage behaviour as Perceived Usefulness (PU) and ease of use (PEOU) (Davis, 1989). These variables determine users technology acceptance and their behaviour. In India, the question of the digital divide between rural and urban students is a pressing concern. Although the urban students relatively have access to better infrastructure of ICT, students in rural settings face challenges related to poor network connectivity, poor electricity supply and low level of digital literacy (Nivetha & Radha, 2024). In this paper, TAM is combined with the framework of digital divide to investigate how the gap in access, ownership of devices, and digital skills influence technology acceptance. By examining both technological perceptions and structural inequalities, the study aims to provide insights into promoting equitable digital access and enhancing educational opportunities across diverse contexts.