Abstract

China's education digitalization agenda has increased expectations for the pedagogically meaningful use of digital technologies. Guided by a modified UTAUT model, this cross-sectional correlational study examined whether performance expectancy, innovativeness in digital technology, and trust in digital technology predict behavioral intention to use digital pedagogy among preservice kindergarten teachers in Inner Mongolia. A total of 370 preservice kindergarten teachers enrolled at nine universities completed an online survey adapted from the literature with a five-point Likert scale. Pearson correlation and multiple linear regression analyses were conducted using IBM SPSS Statistics 27. All three predictors were positively correlated with behavioral intention: performance expectancy (r = .279), innovativeness in digital technology (r = .338), and trust in digital technology (r = .356); all p < .001. The regression model was significant, F (3, 366) = 38.501, p < .001, and explained 24.0% of the variance in behavioral intention. Trust was the strongest predictor (β = .296), followed by innovativeness in digital technology (β = .233) and performance expectancy (β = .200). The findings highlight the importance of supporting preservice kindergarten teachers in recognizing the pedagogical benefits of digital technology, encouraging responsible experimentation, and building confidence in digital tools.