Behavior Change in Educational Technology Adoption: Insights from a Three-Year Case Study in Lesotho

This study uses the COM-B framework, which conceptualizes Behavior change as shaped by Capability, Opportunity, and Motivation, to examine how teachers in rural Lesotho integrated an offline digital library into their instructional practice over a three-year period. Drawing on 60 interviews, we identify how increases in digital and information literacy capabilities, supportive physical and social opportunities, and both reflective and automatic motivation shaped teachers’ adoption and sustained use of the library. Participants described greater confidence with technology, improved access to instructional resources, and encouragement from peers and school leaders, which they reported contributed to shifts in lesson planning, classroom instruction, and collaboration. Although the analysis centers on COM-B, we also note teacher-reported outcomes such as improved student understanding, engagement, and digital skills, which appeared to reinforce continued use. The study contributes to research on teacher behavior change in the Global South and offers insights into conditions that support meaningful technology integration in low-resource contexts.<br>