The unified theory of acceptance and use of technology (UTAUT) model is increasingly accepted as a strong framework for understanding technology adoption behavior. As distance learning programs, particularly Massive Open Online Courses (MOOCs), gain popularity in corporate environments, their potential to increase employees’ skills development has attracted significant interest. In response, this study reevaluates the UTAUT model to investigate relationships between three factors: performance expectancy (PE), social influence (SI) and facilitating conditions (FC), and employees’ behavioral intention (BI) to adopt MOOCs, with gender acting as a moderator in these relationships.
This research used a quantitative method with a causal research approach. A cross-sectional survey was conducted to collect data from 285 employees, which was analyzed using partial least squares structural equation modeling to validate the hypothesized model. In addition, multigroup analysis (MGA) was conducted to assess the moderating effect of gender.
The results indicate that PE and FC are significant predictors of employees’ BI to use MOOCs, while SI does not significantly impact BI. However, the MGA results show that gender moderates the relationship between SI and BI.
This study advances literature by integrating MOOC purchase behavior within the UTAUT framework, positioning it within workplace learning rather than academic settings. The emphasis on purchase intention adds a novel behavioral dimension, while inclusion of gendered moderation contributes to inclusivity-driven models of digital adoption. The findings offer actionable insights for organizations aiming to enhance workforce development through digital learning ecosystems.
