Intégration conceptuelle de TPACK, CoI et UTAUT2 pour renforcer l’engagement et l’adoption technologique en formation à distance

Adil ESSANHAJI; Loubna BELMOURD; Yousra BEY

doi:10.23882/ijdam.25224

Autores

Adil ESSANHAJI Université Mohamed V, Souissi Rabat, Maroc
Loubna BELMOURD Université Mohamed V, Souissi, Rabat, Maroc
Yousra BEY Université Mohamed V, Souissi, Rabat, Maroc

DOI:

https://doi.org/10.23882/ijdam.25224

Palavras-chave:

acceptabilité technologique, Engagement des apprenants, Apprentissage en ligne, Compétences techno-pédagogoique, TPACK, UTAUT2, CoI

Resumo

Dans un contexte d’enseignement supérieur de plus en plus numérisé, l’engagement étudiant constitue un levier stratégique de réussite. Ainsi, dans le but de mieux comprendre l’engagement des apprenants dans les environnements d’apprentissage en ligne, cet article expose une revue de littérature examinant l’intégration des modèles TPACK (Technological Pedagogical Content Knowledge), CoI (Community of Inquiry) et UTAUT2 (Unified Theory of Acceptance and Use of Technology 2).

L’analyse narrative identifie trois synergies principales : la combinaison TPACK/CoI favorise l’engagement cognitif en articulant compétences pédagogiques et interactions critiques ; le croisement UTAUT2/CoI soutient l’engagement comportemental par l’acceptation technologique et la dynamique communautaire, enfin l’alliance TPACK/UTAUT2 éclaire l’intention comportementale en liant compétences enseignantes et adoption technologique. Ces articulations permettent de dépasser les analyses fragmentées en proposant une compréhension holistique de l’engagement en ligne.

Sur le plan méthodologique, une revue narrative des publications datant de (2015–2025) a été réalisée à partir de bases académiques majeures, en sélectionnant les travaux mobilisant ces trois théories. L’analyse révèle l’absence de modèle intégré dans la littérature, ce qui justifie la proposition d’un cadre conceptuel triangulaire.

Ce modèle offre aux enseignants et décideurs des repères pour concevoir des dispositifs e-learning plus engageants, intégrant pédagogie, acceptation technologique et présence communautaire. L’article appelle à des recherches empiriques futures pour valider ce modèle, notamment dans les contextes universitaires émergents.

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