ICT Infrastructure Set and Adoption of Filipino and Indonesian SHS Students: Application of UTAUT Julius G. Garcia College of Industrial Technology Technological University of the Philippines Manila, Philippines julius.tim.garcia@gmail.com Connie C. Aunario College of Industrial Technology Technological University of the Philippines Manila, Philippines conniecruzaunario@yahoo.com Eva Handriyantini STIKI Malang Malang Indonesia eva@stiki.edu.id Abstract— ICT infrastructure generates abundant benefits to every country’s educational progress. This study aims to explore the utilization and acceptance of ICT among Senior High School (SHS) students in Philippines and Indonesia using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A survey questionnaire was administered to 529 Senior High School students through convenience sampling. Structural equation modeling (SEM) was conducted to analyse the data using IBM AMOS software. A confirmatory factor analysis and path analysis were also performed to test the model. The results reveal that social influence positively influences both Filipino and Indonesian senior high school students’ behavioral intention or acceptance to use ICT for research and learning. It also reveals Filipino and Indonesian students’ behavioral difference in performance expectancy and effort expectancy on the adoption of ICT. Behavioral intention and facilitating conditions directly predict the Filipino and Indonesian behavioral use. Keywords— ICT Adoption, UTAUT, Technology Acceptance, Structured Equation Modeling, Senior High School I. INTRODUCTION Information and Communications Technology (ICT) is at the centre of the educational process. ICT has been utilized in public and private educational institutions through formal and non-formal settings, in religious and secular groups, in profit and non-profit organizations, and in government programs. If properly utilized, ICTs can extend and provide access to education, strengthen its significance and quality, thus, making learning a more active and engaging, connected to real life situations. ICT integration to education has provided different opportunities for students and serves as a platform and a tool to search, acquire and analyze information that can be used to solve problems. It also works as a communication medium for collaboration. Hence, this prepares and equips students the set of competencies suitable for a competitive 21st century marketplace [1]. A. Philippine Government Initiatives on ICT Programs In 1996, the Department of Education (DepEd) started a computerization program for secondary schools with the goal of preparing Filipino students to become technology literate graduates and alloted a $7.1M fund for this effort. The Philippine government supported this program through investing in school facilities, infrastructure, computers and other ICT related gadgets and instructional materials. During those times, the private sector has also ventured to infuse schools with ICTs. In fact, 69% of private schools had acquired computers through outright purchase [2]. In 2018, the Department of Education (DepED) intensified their efforts to increase the ICT literacy level in the academic sector. In cooperation and partnership with the Philippine National Police (PNP) and the Department of the Interior and Local Government (DILG), ICT laboratory packages were provided and distributed to different secondary schools in the Philippines. Moreover, additional electronic classrooms were also constructed in elementary schools [3]. In the same year, the Philippine News Agency reported that DepEd also has allotted $19.1M fund for the Internet Connectivity Program, which will be implemented in five pivot regions in the Philippines [4]. In 2017, the Department of Information and Communication Technology (DICT) presented the National Broadband Plan, which aims to accelerate the deployment of network infrastructure to improve the internet connectivity extending a wider coverage that will reach remote areas in the Philippines [5]. Currently, DICT have deployed fiber optic cables and wireless technologies in several key cities in the Philippines. B. ICT Initiatives in Indonesian Context In 1983, University of Indonesia through Dr. Joseph F.P Luhukay developed University Network (UINet).This started the proliferation of ICT in the academic community. The network also covered other universities such as Surabaya Institute of Technology, Gadjah Mada University, Hasanudin University, Bandung Institute of Technology and Bogor Institute of Agriculture [6]. The Ministry of Education and Culture of Indonesia conveyed that communication platforms and tools are vital in the educational progress specially to teachers and principals [7]. Onno reported that Indonesian people still have limited access with ICT [8]. But through the Medium-Term National Development Plan (RPJMN) 2015– 2019 under the National Long-Term Development Plan (RPJPN) 2005-2025, the Ministry of Communication and Informatics reinforces national connectivity by building broadband infrastructure in several regions and intensifies ICT literacy level in Indonesia [9]. Based on the Ministry of Communication and Informatics Annual Report 2017, the ICT literacy training initiatives reached a total 26,530 people including teachers, school-age children, housewives, and people with disability from 2015 - 2017 [10]. Specifically, the ICT program consists of 58 different activities in 23 different cities all over Indonesia. The ministry also conducted training and seminars which deliver modules on Microsoft Office applications, graphics design and internet utilization.