Technology Acceptance in Sustainable Distance Education

Abstract

This study aims to examine the thematic structure and temporal evolution of the literature on technology acceptance in distance education using the Structural Topic Modeling method. Peer-reviewed articles indexed in the Scopus database between 2016 and 2025 were included in the analysis, yielding 18 consistent thematic clusters. Technology Acceptance Model (TAM) Core Constructs and Structural Equation Modeling (SEM)/Partial Least Squares (PLS) Methodology emerged as the most prevalent themes, reflecting the field's sustained reliance on quantitative model-testing approaches. Trend analyses revealed a pronounced decline in TAM Core Constructs, while Unified Theory of Acceptance and Use of Technology (UTAUT) and Extensions, Hybrid and Emergency Remote Teaching, and Mobile and AI Applications demonstrated significant upward trends. The period comparison showed that pandemic-related themes became markedly prominent in the 2021-2025 period. Topic correlation analysis indicated the presence of competing temporal niches within the literature. Taken together, the findings suggest that research on technology acceptance in distance education is undergoing a structural transition from single-framework TAM dominance toward a multi-model, context-sensitive research paradigm. These findings carry important implications for the sustainable development of technology-enhanced distance education ecosystems and offer evidence-based guidance for researchers and policymakers committed to building inclusive and adaptive educational systems.