Akceptace systému EduPage mezi učiteli základních škol v České republice

This thesis examines the acceptance of the EduPage school information and communication system among primary school teachers in the Czech Republic. The main aim is to identify key factors that influence teachers’ acceptance and use of the system in everyday practice and to formulate recommendations for school management and information and communication technology (ICT) coordinators. The theoretical part draws on established technology acceptance frameworks, namely the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), and complements them with the context of educational digitalisation and the national framework for teachers’ digital competences. The empirical part employs a qualitative research design based on semi-structured interviews with teachers who use EduPage. The interview data are analysed using thematic analysis. The thesis outputs a structured set of factors that facilitate or hinder the use of EduPage (e.g., perceived usefulness, perceived ease of use/effort expectancy, facilitating conditions, and social influence) and proposes practical recommendations aimed at more effective implementation, teacher support, and reducing the administrative burden associated with the system.