The project "Support to the higher education system in Morocco within the framework of a rapprochement to the European Higher Education Area” (Appui au Système de l'Enseignement supérieur au Maroc dans le cadre d'un rapprochement avec l'Espace européen de l'Enseignem), is a project funded by the European Commission whose overall objective is to accompany, assist and promote the reform of the higher education system in Morocco within the framework of its strategic vision 2015-2030 and its approach to the European Higher Education Area (EHEA) in order to improve the employability of graduates and the governance of the university system. The project is organized in 6 components involving different Spanish institutions.

One of them, Component 3 – diversification of teaching modalities (eLearning stategy), focuses on incorporating eLearning solutions into the Moroccan university context in order to solve the various challenges of massification faced by the country's public universities, as well as to incorporate methodologies and pedagogical proposals mediated by information and communication technologies (ICT) that can help improve the teaching-learning processes.

Consequently, the analysis of the situation of university teachers is one of the key elements of the project, taking into account their fundamental role in any process of educational transformation and innovation (Sang, Valcke, Braak, & Tondeur, 2010).

Technology adoption models are a valuable alternative when assessing the processes of adoption of new technologies, allowing the identification of the key factors that are influencing the decision of individuals regarding the use of a certain resource (Taherdoost, 2018).

The Technology Acceptance Model (TAM) (Davis, 1989) is the most frequently used adoption theory for the assessment of users' willingness to use ICTs due to its great adaptability and parsimony (Lai, 2017), given that is composed only by four constructs: perceived usefulness, perceived ease of use, attitude towards the use and behavioural intention of using.

Over the years, TAM has been frequently modified by adding constructs from other theories (e.g. Teo, Huang, & Hoi, 2017; Schuck, Aubusson, & Burke, 2018) and two new versions of the model have arisen: TAM2 (Venkatesh, Morris, Davis, & Davis, 2003) and TAM3 (Venkatesh & Bala, 2008), both of which introduce some changes such as the elimination of the dimension attitude towards the use.

This way, during the development of Component 3, the researchers performed an assessment of the state of adoption of educational technologies among the higher education teachers of the 12 public universities in Morocco using a TAM-based model due to the lack of information regarding this topic. This model was specifically adapted to the characteristics of the object of study and expanded with new constructs.

This assessment provided valuable information on the disposition of the Moroccan higher education teachers towards the use of educational technologies, allowing for the identification of areas susceptible of improvement.

This proposal presents a part of the results obtained during this assessment process, and it offers an overview of the state of acceptance of new technologies by university teachers in Moroccan universities and also analyses the influence of the branch of knowledge to which they belong on their willingness to use ICTs in their teaching practice.

In order to carry out the research, the members of Component 3 designed a model based on TAM3 (Venkatesh & Bala, 2008) which, in addition to the 3 usual dimensions of TAM models (Perceived usefulness; perceived ease of use; behavioral intention of using), includes 7 external dimensions related to social influence (Subjective norm; social image), the professional context (Voluntariness; job relevance; results demonstrability; external control) and the personal context (Anxiety). The instrument developed to collect the information was composed of two sections, one dedicated to obtain the identification data of the participants (gender, age, experience, branch of knowledge...), and the other composed of 35 Likert-type items (1-7) to measure the constructs (Martínez-Abad, García-Holgado, García-Peñalvo, & Rodríguez-Conde, 2019). This instrument was distributed online, obtaining a total of 652 valid responses with representation from all 12 Moroccan public universities. The study sample is composed of 70.3% men and 29.7% women, with an average age of 49.5 (s.d. 9.12) years and 10.71 (s.d. 10.71) years of teaching experience. These values are similar to those of the population of Moroccan university teachers during the academic year 17/18 according to statistics of the Ministère de l'Education Nationale, de la Formation Professionnelle, de l'Enseignement Supérieur et de la Recherche Scientifique (Direction des Stratégies et des Systèmes d'Information, 2018). Regarding the branch of knowledge, most of the subjects who participated in this study taught degrees in the branch of Science and Technology (45.4%), followed by the teachers of degrees within the branches of Humanities (26.1%), Economic and Social Sciences (18.5%) and Health Sciences (9.9%). In comparison with the population of the academic year 2017-2018 (Direction des Stratégies et des Systèmes d'Information, 2018), the study sample was composed of a slightly higher number of teachers of Humanities (19.5% in the population) and lower of teachers of Science and Technology (51.6 in the population).

Once the data collection was concluded, and after checking the internal consistency of the scores (Cronbach’s alpha = 0.891), the descriptive analysis of the items was carried out. The results of this analysis show a moderately positive disposition towards the use of educational technologies, with mean scores above 5.5 on 18 items, between 4.5 and 5.5 on 10 items, and low mean scores below 4.5 on 6 items. Additionally, a mean difference test was performed to explore the influence of the teachers’ branch of knowledge. Given the lack of normalcy of the distribution of the scores, verified through the Kolmogorov-Smirnov and Shapiro-Wilk tests, we used non-parametric statistics to carry out the analysis, namely the Kruskal Wallis test. The results of the hypothesis contrast reflect a low influence of this variable, with significant differences in 6 items that are distributed heterogeneously among the dimensions. In most cases, science teachers obtain the highest scores. The results of the descriptive analysis allow us to identify the following two areas for improvement: • Teachers' training in the use of educational technologies: given that most of the items with the lowest scores are focused on the effort or capacity necessary to manage these resources. • Awareness programmes: considering that the scores obtained in the dimensions referring to social influence are below 4.5 in practically all cases. Finally, the contrast of hypotheses reflects a low influence of the branch of knowledge on the level of adoption, which indicates that these initiatives should have a general scope, regardless of the teachers’ field of expertise.

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