How Generations Respond to Online Education: Study of Generation Y and Z Applying BRT Theory

Dr. Rana Zehra Masood; Mehfooz Zaki

doi:10.53724/ambition/v8n3.05

Authors

Dr. Rana Zehra Masood Associate Professor Department of Commerce, Aligarh Muslim University, Aligarh, India. https://orcid.org/0009-0007-8812-3687
Mehfooz Zaki Research Scholar, Department of Commerce, Aligarh Muslim University, Aligarh, India https://orcid.org/0009-0006-0581-1218

DOI:

https://doi.org/10.53724/ambition/v8n3.05

Keywords:

Online education, Generation Y, Generation Z, Adoption, Behavioral reasoning theory, Attitude, PLS-SEM, Second order constructs

Abstract

The adoption of online education among generations Y and Z in India is being examined in this study using the behavioural reasoning theory (BRT). The PLS-SEM method is used to analyze data on a sample of 284 participants. The results show that while usage barriers, image barriers, and traditional barriers hinder the adoption of online education, factors like career opportunities, learning autonomy, self-efficacy, and relative advantage promote it. The importance of openness is positively correlated with the adoption of online learning. Positive factors also affect attitude and adoption intention, whereas negative factors have the opposite effect. The study also finds a strong positive correlation between intention to adopt and attitude. Although limited to Indian generation Y and Z learners, this research offers practical implications for designing effective online courses and highlights new insights into learners' perspectives on mobile apps, websites, and other learning sources. The study's originality lies in its application of the BRT theory to understand the reasons for and against adopting online education platforms.

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