Abstract
Technology integration in education is essential for enhancing teaching and learning; however, teachers' willingness to adopt digital tools remains a critical challenge. This study investigated the factors influencing teachers' willingness to integrate technology in Mafikeng schools. The Unified Theory of Acceptance and Use of Technology (UTAUT3) and the Technological Pedagogical Content Knowledge (TPACK) model framed the study. A quantitative research approach was employed, with data collected from 140 teachers through structured surveys. Structural Equation Modelling (SEM) was used to analyse the relationships among key variables. The findings indicate that habit (HB), effort expectancy (EE) and the combined construct of personal innovativeness evasion (PIHM) influenced the behavioural intention (BI) to use technology. In addition, HB, BI and PIHM had a statistically significant effect on behavioural use (BU) of technology. The study will inform policymakers and the heads of schools on what interventions to take to improve technology integration into teaching and learning.