The Effect of Organizational Commitment on the Adoption of Digitalization of Teaching within Cameroonian Public Universities

Information and communication technologies are now essential in all sectors of life, including education, but the adoption of institutional digital learning environments remain a challenge for lecturers of Cameroonian universities. Several studies on adoption have been carried out, but those that highlight the relationship between employees and their organizations have not yet been adequately explored in African context. This study therefore aims to determine the influence of organizational commitment on the adoption of digitalization of teaching in Cameroonian public universities. To attain this objective, data were collected from 359 lecturers through a questionnaire in five Cameroonian public universities selected by random sampling and analyzed through multiple regression. Results of the quantitative study reveal that at 95% confidence level, there is a significant influence of organizational commitment on adoption of digitalization of teaching. They also reveal that affective commitment, normative commitment, and calculated commitment have significant levels of influence of .000, .000, and .000, respectively. This implies that organizational commitment significantly determines the adoption of digitalization of teaching in Cameroonian public universities. It is therefore recommended that the needs of lecturers be taken into account in order to strengthen their attachment to their professional identities within their university. Furthermore, lecturers should be better considered in order to see leaving their universities costlier and therefore remain in their organization and digitalize their courses out of love and not obligation.

organizational commitment, digitalization of teaching, adoption, university

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