Technology Acceptance Model in Digital Higher Education (2015-2025): A Bibliometric Analysis of Theoretical Evolution and Collaboration Patterns

Abstract

The technology acceptance model (TAM) has been central to understanding technology adoption in higher education (HE) for decades. However, a comprehensive decade?scale synthesis of its evolution in digital learning contexts has remained absent. This bibliometric review systematically mapped TAM research in digital HE from 2015 to 2025. PRISMA guidelines were followed. A total of 429 Scopus?indexed articles were analyzed using VOSviewer for co?authorship, keyword co?occurrence, and co?citation analyses. The literature review confirmed that prior studies were largely qualitative, domain?specific, or limited in time span. Three salient findings emerged. First, publication output grew steadily, with a sharp acceleration during the COVID?19 pandemic. Second, the field shifted from core TAM constructs (perceived usefulness, perceived ease of use) toward affective, social, and contextual variables such as enjoyment, self?efficacy, and social influence. Third, research was geographically concentrated. Malaysia (62), Saudi Arabia (41), and China (38) led output. Collaboration networks showed strong regional clustering but weak intercontinental ties. Structural holes thus limited cross?cultural validation. Keyword analysis further revealed an emerging emphasis on artificial intelligence (AI), ChatGPT, and immersive technologies. It was concluded that TAM remained highly adaptable but faced challenges in geographic dispersion and theoretical generalization. Future research should prioritize international collaboration, culturally adaptable extensions, and deeper investigation of AI?driven learning systems. Educational institutions are recommended to use the identified collaboration patterns to form international consortia and faculty exchanges. This review provides a structured baseline for cross?cultural and collaborative research on technology acceptance in HE.