Abstract
The present study aimed to examine the factors influencing future physics teachers’ decision to accept Information and Communicative Competence (ICC) technologies. This is a quantitative exploratory study that used Partial Least Squares (PLS) based structural equation modeling to analyze the data. A questionnaire survey was administered among physics students to identify the factors that influence their acceptance of ICC technologies such as Online Learning Platforms, Collaborative Tools, and Adaptive Learning Software. The findings showed that Perceived Usefulness, Perceived Ease of Use, and Perceived Costs were the three most significant factors affecting the acceptance of ICC technologies by physics students. However, Perceived Risk and Compatibility did not have a significant impact on ICC acceptance. The study also found that ICC acceptance has a positive and significant effect on ICC adoption. The practical implications of these findings highlight the importance of designing ICC technologies that are perceived as useful, easy to use, and cost-effective for future physics teachers. The study provides important insights for both educators and technology developers in enhancing ICC adoption in physics education.