Abstract—This study employed the Unified Theory of
Acceptance and Use of Technology (UTAUT) to pinpoint the
factors that influence how educational technology is used in
secondary schools in Mogadishu. Participating in the study
were 235 principals and instructors. The participants were
chosen through random sampling. The study’s findings
demonstrated that four hypotheses—performance expectance
(PE), effort expectance (EE), social influence (SI), and
facilitating conditions (FC)—progressively affect behavioral
intention (BI), which serves as the mediating factor for our
independent variables, and consequently there is a positive
correlation between behavioral intention and behavioral use
(BU) of technology in education. The p-value of each hypothesis
is < 0.05, indicating that the null hypotheses were
disproved—the lack of ICT infrastructure forces Mogadishu
secondary students to continue learning in the conventional
manner. Researchers recommended the importance of
addressing the challenges of inadequate funding for both public
and private schools and suggested conducting further study.
The output that can be expected from this study is to change the
current situation.
Index Terms—Education, technology, UTAUT model