Digital Technology Adoption in University-Level Economics Teaching: Rogers’ Diffusion of Innovation Theory

Abstract

This systematic review, guided by Rogers' Diffusion of Innovation (DOI) theory, examines the adoption of digital technologies in university-level economics teaching. While the COVID-19 pandemic accelerated the shift to digital education, a significant gap remains in understanding the factors that influence the sustained adoption of these innovations among educators. The study synthesizes literature from 2015 to 2025, using a PRISMA-compliant methodology to analyze empirical and conceptual studies. The review focuses on how key attributes of the innovation, i.e. relative advantage, compatibility, complexity, trialability, and observability affect the adoption process. Findings reveal a dual landscape: while educators and students recognize the substantial relative advantage of digital tools in enhancing engagement and critical thinking, their widespread adoption is hindered by significant barriers. These include a lack of resources and infrastructure, which creates a compatibility issue, and insufficient digital skills among teachers, increasing the perceived complexity. This systematic analysis underscores that the diffusion of digital teaching in economics is not just a technological issue but a social and pedagogical one. This study concludes by recommending that future efforts should move beyond simply providing technology to focus on targeted teacher training and institutional support. This approach would address the complexity and compatibility challenges, thereby accelerating the adoption of digital innovations in economics education and ensuring a more effective and equitable learning environment.