Abstract

Author:
Shahad Dakhil Khalaf, Heba Akram Mohsen, Walaa Ali Mahdii

Doi: 10.26480/eldn.01.2025.13.18

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Iraq’s determination to improve educational standards is unwavering. This is accomplished through the Ministry of Higher Education and Scientific Research, which promotes and executes a new curriculum that adds value to the educational process. Recently, the Bologna Process was applied to engineering and pure science disciplines as part of the process of promoting higher education in Iraq. In addition to providing theoretical support, the Bologna process also involves providing technical support, gauging student acceptance, and determining how prepared they are to adopt this style of learning. Therefore, assessing student readiness for Bologna is essential for identifying and overcoming barriers. In this study, biological students’ preparedness for the Bologna Process as a teaching strategy was assessed using the Technology Readiness (TR) in alignment with the Technology Acceptance Model (TAM). The study included 250 students, belonging to first- and second-year students from the Faculty of Science, Biology Department. Three new factors were added as extensions to the TRI model. The TRI model was expanded to include three additional factors: decision-making, Bologna process rules, and IT experience. Following data collection and analysis using the authors’ instrument, the findings highlight that biological students are highly prepared for the Bologna process as a teaching and learning method.