Modeling the Factors Influencing the Acceptance and Implementation of Educational Innovation Based on a Project-Based Curriculum in the Blended Learning System of Upper Primary Education
Keywords:
Educational innovation, innovation adoption, innovation implementation, project, based curriculum, blended learning, organizational support, organizational behaviorAbstract
Purpose: This study aimed to model the factors influencing the acceptance and implementation of educational innovation based on a project-based curriculum in the blended learning system of upper primary education.
Methodology: This applied study used a descriptive-correlational design based on structural equation modeling. The statistical population consisted of teachers working in Grades 4, 5, and 6 of elementary schools in Tehran during the 2025–2026 academic year. A total of 384 teachers were selected through multistage cluster sampling. Data were collected using a researcher-developed questionnaire assessing perceived usefulness, perceived ease of implementation, attitude toward educational innovation, professional and technological self-efficacy, readiness for change, competence in implementing project-based curriculum, managerial and organizational support, infrastructure and facilitating conditions, collaborative and organizational learning culture, perceived feasibility, adoption intention, and actual implementation. The reliability and validity of the instrument were confirmed. Data were analyzed using SPSS version 27 and SmartPLS version 4.
Findings: Perceived usefulness, perceived ease of implementation, and professional and technological self-efficacy significantly predicted attitude toward innovation. Attitude, readiness for change, project-based curriculum implementation competence, and perceived feasibility significantly predicted adoption intention. Adoption intention was the strongest predictor of actual implementation, while managerial and organizational support, infrastructure and facilitating conditions, collaborative and organizational learning culture, and self-efficacy also had significant direct effects on implementation. The model explained 54% of the variance in attitude, 62% of the variance in adoption intention, and 68% of the variance in actual implementation. An SRMR value of 0.061 indicated satisfactory model fit.
Conclusion: The acceptance and implementation of project-based curriculum innovation in blended learning are shaped by the interaction of cognitive, individual, professional, technological, and organizational factors; therefore, sustainable implementation requires simultaneous enhancement of teacher attitudes and competencies, managerial support, technological infrastructure, and collaborative professional culture.
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