Abstract
This study applied the Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) framework to examine the factors influencing ordinary-level mathematics teachers’ behavioural intentions to adopt micro-lectures in Mutasa District, Zimbabwe. The research responds to the growing imperative for Information and Communications Technology (ICT) integration in education, as emphasized by Zimbabwe’s Ministry of Primary and Secondary Education. Despite the recognized potential of micro-lectures to enhance mathematics teaching and learning, their uptake remains limited among secondary school teachers. A mixed-methods design guided the study, with data collected from 280 teachers through questionnaires, interviews, and focus group discussions, conducted before and after a targeted Teacher Professional Development (TPD) intervention. Structural Equation Modelling (SEM) was used to analyse quantitative data, while thematic analysis was employed for qualitative insights. Findings revealed that although micro-lectures can improve learners’ understanding of mathematical concepts, several factors affect their adoption. Key constructs from the UTAUT-2 model—performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and price value—significantly shaped teachers’ behavioural intentions. However, barriers such as inadequate ICT infrastructure, lack of contextualized digital content, limited professional development opportunities, and time constraints hindered effective integration. The study concludes that meaningful adoption of micro-lectures requires a paradigm shift among educators, supported by systemic interventions. Recommendations include the development of localized curriculum-aligned micro-lecture content, sustained in-service training, and policy-level support for ICT infrastructure in schools. Further research is encouraged to explore classroom-level practices and the long-term impact of micro-lecture usage on student outcomes in mathematics.