Predictors of Digital Finance Application Adoption Intention among High School Teachers in Bantul Regency

Abstrak

Digital finance adoption has become a critical component of Indonesia’s national digital transformation agenda, including within the education sector. Despite strong regulatory support and increasing fintech penetration, adoption among educators remains uneven. This study investigates the predictors of digital finance application adoption intention among senior high school teachers in Bantul Regency, Indonesia, by integrating facilitating conditions, perceived security, and social influence within the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework, with user satisfaction serving as a mediating variable. Employing a quantitative explanatory design, data were collected from 452 teachers using structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that facilitating conditions and user satisfaction have a direct and significant positive effect on behavioral intention to use digital finance applications. In contrast, perceived security and social influence do not directly influence adoption intention. However, both variables exert significant indirect effects through user satisfaction. Notably, perceived security demonstrates a negative relationship with user satisfaction, indicating a potential security–usability trade-off, while social influence strongly enhances satisfaction, underscoring the importance of social validation in shaping positive user experiences. These findings extend the UTAUT2 model by highlighting the central role of affective evaluations in fintech adoption within the educational context. The study provides theoretical contributions to technology adoption literature and offers practical implications for fintech providers and policymakers, emphasizing the need to prioritize user experience design and targeted digital financial literacy programs to support sustainable fintech adoption among educators.