Technology Acceptance Model in Islamic Education (TAMISE) for Digital Learning: Conceptual Framework Proposal


  • Mussa Saidi Abubakari Universiti Brunei Darussalam, Brunei Darussalam
  • Gamal Abdul Nasir Zakaria Universiti Brunei Darussalam, Brunei Darussalam



Digital Learning, Islamic Education, TAM, Higher Education, Technology Acceptance


Digital learning has become crucial to all education systems, particularly after the pandemic eruption. However, accepting digital technologies among students and teachers in Islamic education remains challenging. The Technology Acceptance Model (TAM) is a well-known model that explains digital technology acceptance among users. This conceptual study aims to suggest a theoretical model that integrates TAM with perceived Islamic education compatibility and perceived digital self-efficacy variables, known as Technology Acceptance Model in Islamic Education (TAMISE). The review of related studies involved searching relevant literature published in various databases, including Web of Science, Google Scholar, and Scopus. Documents analysis resulted in the conceptual model. The proposed TAMISE model is a conceptual model that integrates the TAM model with perceived Islamic education values to provide a framework for digital learning acceptance in Islamic education. The model suggests that perceived usefulness, perceived Islamic education compatibility, perceived ease of use, perceived digital self-efficacy, and behavioral intention will predict digital learning acceptance in the Islamic education context. The TAMISE model can guide researchers and practitioners in designing and implementing effective digital learning acceptance in Islamic education.


Download data is not yet available.


Abubakari, M. S., Nurkhamid, & Hungilo, G. (2021). Evaluating an e-learning platform at graduate school based on user experience evaluation technique. Journal of Physics: Conference Series, 1737(1).

Abubakari, M. S., & Priyanto. (2021). Information and communication technology acceptance in madrasa education: Religious’ perspective in Tanzania. International Journal of Social Sciences & Educational Studies, 8(3), 129–148.

Abubakari, M. S., Zakaria, G. A. N., Priyanto, P., & Triantini, D. T. (2023). Analysing technology acceptance for digital learning in Islamic education: the role of religious perspective on ICT. Journal of Computing Research and Innovation, 8(1), 1–16.

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.

Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888–918.

Ajzen, I., & Fishbein, M. (2002). Understanding attitudes and predicting social behavior. Prentice-Hall.

Al-Harbi, B. A. (2019). The attitudes of islamic education teachers towards the use of social media in teaching and learning. International Education Studies, 12(11), 154–163).

Al-Kandari, A. A., & Dashti, A. (2014). Fatwa and the internet: A study of the influence of Muslim religious scholars on internet diffusion in Saudi Arabia. Prometheus (United Kingdom), 32(2), 127–144.

Al-rahmi, W. M., Zeki, A. M., Alias, N., & Saged, A. A. (2017). Information technology usage in the islamic perspective: A systematic literature review. The Anthropologist, 29(1), 27–41.

Alamri, M. M., Almaiah, M. A., & Al-Rahmi, W. M. (2020). Social media applications affecting students’ academic performance: A model developed for sustainability in higher education. Sustainability (Switzerland), 12(16), 1–14.

Ali, A. H., Idris, M. R., & Rahman, M. N. A. (2016). Technology influence and self-aspect on blog acceptance as a teaching medium for islamic education in muslim Y generation at IPTA. International Journal of Academic Research in Business and Social Sciences, 6(12), 197–210.

Alshammari, M. T., & Qtaish, A. (2019). Effective adaptive e-learning systems according to learning style and knowledge level. Journal of Information Technology Education: Research, 18, 529–547.

Alsharbi, B. M., Mubin, O., & Novoa, M. (2021). Quranic education and technology: reinforcement learning system for non-native arabic children. Procedia Computer Science, 184(2019), 306–313.

Amaro, S., & Duarte, P. (2015). An integrative model of consumers’ intentions to purchase travel online. Tourism Management, 46, 64–79.

Arjmand, R. (2018). Introduction to Part I: Islamic Education: Historical perspective, origin, and foundation. In Handbook of Islamic Education (pp. 3–31).

Ateeq-ur-Rehman, & Shabbir, M. S. (2010). The relationship between religiosity and new product adoption. Journal of Islamic Marketing, 1(1), 63–69.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1), 1–26.

Compeau, D., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly: Management Information Systems, 19(2), 189–210.

Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly: Management Information Systems, 23(2), 145–158.

Daniela, L. (2019). Smart pedagogy for technology-enhanced learning. In Didactics of Smart Pedagogy (pp. 3–21). Springer International Publishing.

Daun, H., & Arjmand, R. (2021). Globalisation and Islamic Education. In J. Zajda (Ed.), Third International Handbook of Globalisation, Education and Policy Research (pp. 451–463). Springer International Publishing.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and Intrinsic Motivation to Use Computers in the Workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.

Delbridge, R., & Fiss, P. C. (2013). Editors’ comments: Styles of theorizing and the social organization of knowledge. Academy of Management Review, 38(3), 325–331.

Dimitrijević, S., & Devedžić, V. (2021). Utilitarian and experiential aspects in acceptance models for learning technology. Educational Technology Research and Development, 69(2), 627–654.

Dishaw, M. T., & Strong, D. M. (1999). Extending the technology acceptance model with task–technology fit constructs. Information & Management, 36(1), 9–21.

Eid, R., & El-Gohary, H. (2015). The role of Islamic religiosity on the relationship between perceived value and tourist satisfaction. Tourism Management, 46, 477–488.

El-Gohary, H., & Eid, R. (2013). Leadership teaching impact on tourism students’ attitudes and perceptions toward leadership in developing economies: The case of egypt. Journal of Hospitality and Tourism Education, 25(4), 180–192.

Fauzi, N. A. F., & Ayub, A. (2019). Fikih Informasi : Muhammadiyah’s Perspective on Guidance in Using Social Media. Indonesian Journal of Islam and Muslim Societies, 9(2), 267–293.

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior : an introduction to theory and research. Addison-Wesley Pub. Co.

Fishbein, M., & Ajzen, I. (2015). Predicting and changing behavior: The reasoned action approach.

García-Martínez, J.-A., Rosa-Napal, F.-C., Romero-Tabeayo, I., López-Calvo, S., & Fuentes-Abeledo, E.-J. (2020). Digital Tools and Personal Learning Environments: An Analysis in Higher Education. Sustainability, 12(19), 8180.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(May), 275–285.

Hammad, F. (2018). Is bitcoin mining halal? Investigating the sharia compliance of bitcoin mining. 2018 International Conference on Innovation and Intelligence for Informatics, Computing, and Technologies, 3ICT 2018, 1–4.

Haris, A., Asnawi, N., & Fanani, M. A. (2022). Expanding the Technology Acceptance Model ( TAM ) to investigate e-learning usage behavior during the COVID-19 pandemic: Islamic Higher Education Institution ( IHEI ) context. Baltic Journal of Law & Politics, 15(1), 1885–1903.

Islam, A. Y. M. A., Mok, M. M. C., Gu, X., Spector, J., & Hai-Leng, C. (2019). ICT in Higher Education: An Exploration of Practices in Malaysian Universities. IEEE Access, 7(c), 16892–16908.

ITU, UNESCO, & UNICEF. (2019). The Digital Transformation of Education: Connecting Schools, Empowering Learners (Issue September).

Jaakkola, E. (2020). Designing conceptual articles: four approaches. AMS Review, 10(1–2), 18–26.

Jamaluddin, D., Ramdhani, M. A., Priatna, T., & Darmalaksana, W. (2019). Techno University to increase the quality of islamic higher education in Indonesia. International Journal of Civil Engineering and Technology, 10(1), 1264–1273.

Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts’ views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education and Technology, 17(6), 560–565.

Khashab, H. K., Vaezi, S. H., Golestani, S. H., & Taghipour, F. (2016). Islamic Education and Individual Requirements in Interaction and Media Use. International Education Studies, 9(9), 212.

Li, L., & Buhalis, D. (2006). E-Commerce in China: The case of travel. International Journal of Information Management, 26(2), 153–166.

Lwoga, E. T., & Komba, M. (2014). Understanding University students’ behavioural continued intentions to use e- learning in Tanzania. Proceedings and Report of the 7th UbuntuNet Alliance Annual Conference, 167–188.

Martins, J., Branco, F., Gonçalves, R., Au-Yong-Oliveira, M., Oliveira, T., Naranjo-Zolotov, M., & Cruz-Jesus, F. (2019). Assessing the success behind the use of education management information systems in higher education. Telematics and Informatics, 38, 182–193.

Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192–222.

Mtebe, J. S. (2015). Learning Management System success: Increasing Learning Management System usage in higher education in sub-Saharan Africa. International Journal of Education and Development Using Information and Communication Technology, 11(2), 51–64.

Muedini, F. (2018). The Compatibility of Cryptocurrencies and Islamic Finance. European Journal of Islamic Finance, 0(10), 1–11.

Muries, B., & Masele, J. J. (2017). Explaining Electronic Learning Management Systems (ELMS) Continued Usage Intentions among Facilitators in Higher Education Institutions (HEIs) in Tanzania. International Journal of Education and Development Using Information and Communication Technology, 13(1), 123–141.

Mynaříková, L., & Novotnỳ, L. (2020). Knowledge society failure? Barriers in the use of ICTs and further teacher education in the Czech Republic. Sustainability (Switzerland), 12(17).

Nabavi, A., Taghavi-Fard, M. T., Hanafizadeh, P., & Taghva, M. R. (2016). Information Technology Continuance Intention. International Journal of E-Business Research, 12(1), 58–95.

Nawi, A., Zakaria, G. A. N., Hashim, N., Mahalle, S., & Ren, C. C. (2020). The Needs of Islamic Digital Resources in Polytechnic Brunei Darussalam: A Preliminary Study. International Journal of Instruction, 13(1), 225–234.

Ngabiyanto, Nurkhin, A., Widiyanto, Saputro, I. H., & Kholid, A. M. (2021). Teacher’s intention to use online learning; an extended technology acceptance model (TAM) investigation. Journal of Physics: Conference Series, 1783(1), 012123.

Nuryanna, N., Halim, A., Mahzum, E., & Hamid, A. (2021). Acceptance of Technology by Islamic Boarding School Students Based on the TAM Model. Jurnal Penelitian Pendidikan IPA, 7(Special Issue), 194–198.

Panday, R., & Purba, J. T. (2015). Lecturers and Students Technology Readiness in implementing Services Delivery of Academic Information System in Higher Education Institution: A Case Study. In R. Intan, C.-H. Chi, H. N. Palit, & L. W. Santoso (Eds.), Intelligence in the Era of Big Data. ICSIIT 2015, Communications in Computer and Information Science (pp. 539–550). Springer Berlin Heidelberg.

Peiffer, H., Schmidt, I., Ellwart, T., & Ulfert, A.-S. (2020). Digital competences in the workplace: Theory, terminology, and training. In Vocational education and training in the age of digitization: Challenges and opportunities (pp. 157–181). Verlag Barbara Budrich.

Rahman, A. H. A., Samad, N. S. A., Abdullah, A., Yasoa’, M. R., Muhamad, S. F., Bahari, N., & Mohamad, S. R. (2022). E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia. Sustainability, 14(18), 11385.

Rogers, E. M. (1995). Diffusion of Innovations: Modifications of a Model for Telecommunications. In Die Diffusion von Innovationen in der Telekommunikation (pp. 25–38). Springer Berlin Heidelberg.

Rogers, E. M. (2003). Diffusion of Innovations, 5th Edition.

Saleh, A.-H. A. I., Ibrahim, A. A., Noordin, M. F., & Mohadis, H. M. (2020). Factors Influencing Adoption of Cryptocurrency-Based Transaction from an Islamic Perspective. Global Journal of Computer Science and Technology, 20(4).

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128(0317), 13–35.

Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27(0317), 90–109.

Serin, H. (2022). Challenges and Opportunities of E-Learning in Secondary School in Iraq. International Journal of Social Sciences & Educational Studies, 9(3), 305–318.

Shan-a-alahi, A., & Huda, M. N. (2017). Role of Information Technology on Preaching Islam (Da’wah). American International Journal of Research in Humanities, Arts and Social Sciences (AIJRHASS), 17(1), 1–5.

Siswantoro, D., Handika, R., & Mita, A. F. (2020). The requirements of cryptocurrency for money, an Islamic view. Heliyon, 6(1), e03235.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104(August), 333–339.

Subiyakto, A., Sekarningtyas, R., Aini, Q., Hakiem, N., Muslimin, J. M., Subchi, I., & Ahlan, A. R. (2022). The Impacts of Perceived Trust and Perceived Validity on the Religious Electronic Resource Acceptance. ICIC Express Letters, 16(9), 1019–1028.

Šumak, B., & Šorgo, A. (2016). The acceptance and use of interactive whiteboards among teachers: Differences in UTAUT determinants between pre- and post-adopters. Computers in Human Behavior, 64, 602–620.

Surjono, H. D. (2014). The evaluation of a moodle based adaptive e-learning system. International Journal of Information and Education Technology, 89–92.

Susanto, H., Chen, C. K., & Almunawar, M. N. (2018). Revealing big data emerging technology as enabler of lms technologies transferability. In Internet of Things and Big Data Analytics Toward Next-Generation Intelligence. Studies in Big Data, vol 30 (Vol. 30, pp. 123–145).

Tarhini, A., Hone, K., & Liu, X. (2013). User acceptance towards web-based learning systems: Investigating the role of social, organizational and individual factors in european higher education. Procedia Computer Science, 17, 189–197.

Teo, T., & van Schaik, P. (2012). Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models. International Journal of Human-Computer Interaction, 28(3), 178–188.

Ulfert-Blank, A.-S., & Schmidt, I. (2022). Assessing digital self-efficacy: Review and scale development. Computers & Education, 191(August), 104626.

Ulfert, A.-S., Antoni, C. H., & Ellwart, T. (2022). The role of agent autonomy in using decision support systems at work. Computers in Human Behavior, 126, 106987.

UNESCO. (2021). Information and Communication Technology Use in Education. United Nations Educational, Scientific and Cultural Organization (UNESCO).

Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315.

Venkatesh, V., & Davis, F. D. (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test. Decision Sciences, 27(3), 451–481.

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly: Management Information Systems, 27(3), 425–478.

Waghid, Y. (2014). Islamic Education and Cosmopolitanism: A Philosophical Interlude. Studies in Philosophy and Education, 33(3), 329–342.

Wardayanti, Y. P., Amin, F. M., & Permadi, A. (2022). Analysis of measurement of readiness and success of e-learning using the method of technology readiness and acceptance model (TRAM) at the Islamic University of Darul Ulum Lamongan. International Journal of Service Science, Management, Engineering, 2(1), 5–14.

Wheeler, S. (2012). e-learning and digital learning. In Encyclopedia of the Sciences of Learning (pp. 1109–1111). Springer US.

Yi, M. Y., Fiedler, K. D., & Park, J. S. (2006). Understanding the role of individual innovativeness in the acceptance of IT-based innovations: Comparative Analyses of Models and Measures. Decision Sciences, 37(3), 393–426.

Zamani-Farahani, H., & Musa, G. (2012). The relationship between Islamic religiosity and residents’ perceptions of socio-cultural impacts of tourism in Iran: Case studies of Sare’in and Masooleh. Tourism Management, 33(4), 802–814.




How to Cite

Abubakari, M. S., & Zakaria, G. A. N. (2023). Technology Acceptance Model in Islamic Education (TAMISE) for Digital Learning: Conceptual Framework Proposal. Canadian Journal of Educational and Social Studies, 3(4), 25–42.