Empowering 21st-Century Maritime Educators: Exploring the Relationship Between Technology Acceptance and Digital Citizenship in Cebu City

Abstract

The rapid integration of digital technologies in maritime education requires teachers to adopt digital tools aligned with 21^st century pedagogical practices. This study examines the relationship between technology acceptance and digital citizenship among maritime teachers in Cebu City, Philippines, using the Technology Acceptance Model (TAM) as its theoretical framework. Employing a descriptive-correlational design, data were collected from 253 maritime teachers across higher education institutions in Cebu City, through a validated structured questionnaire measuring demographic characteristics, technology acceptance, and digital citizenship dimensions. Descriptive statistics, mean analysis, and multiple linear regression were performed to examine predictive relationships among the variables. Respondents were predominantly early- to mid-career teachers with varied teaching experience. They demonstrated high mean scores for technology acceptance (M = 4.015, SD = 0.323) and digital citizenship (all dimensions M > 4.00), reflecting positive attitudes toward digital integration. Regression analysis revealed that only actual use of technology marginally predicts digital citizenship (β = 0.210, p = 0.062), while other TAM variables are not significant predictors. These findings suggest that, beyond personal acceptance, structural and institutional factors, such as access to simulation tools, e-navigation systems, and administrative support, significantly influence responsible digital engagement. The study highlights the importance of hands-on technological experience and comprehensive institutional support in developing digitally competent maritime teachers, thereby supporting effective 21st-century teaching in specialized, technology-intensive educational contexts.