Abstract
This study explored the factors that influence pre-service science teachers’ perceptions and
engagement with synchronous online learning at a South African higher education institution
specialising in online education. The research was framed by the Unified Theory of Acceptance and
Use of Technology 3 (UTAUT3) framework. A total of 153 pre-service science teachers participated
in the study. A quantitative, cross-sectional approach was used, with data collected through
structured questionnaires. The analysis was conducted using Structural Equation Modelling (SEM)
with SmartPLS v4. The results show that Social Influence, Hedonic Motivation, Price Value, Habit
and Personal Innovativeness supported Behavioural Intention to use Synchronous Online Learning.
Facilitating Conditions, Performance Expectancy, and Effort Expectancy did not support
Behavioural Intention. Behavioural Intention, Personal Innovativeness, and Habit supported Use
Behaviour with Behavioural Intention strongly influencing Use Behaviour. Facilitating Conditions
did not support Use Behaviour. Consequently, institutions of higher learning can identify the key
factors that shape pre-service teachers' perceptions and adoption of synchronous online learning.