Modeling primary teachers' readiness to implement Vietnam's 2018 competency-based curriculum: an extended UTAUT2 and PLS-SEM approach in the Global South

Purpose This study aims to examine how psychological, contextual, and institutional factors shape primary teachers' overall preparedness to implement Vietnam's 2018 competency-based curriculum in the Global South. Drawing on an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework, the study conceptualises preparedness as an integrated perception of readiness and implementation capability and investigates how key antecedents support the translation of curriculum policy into classroom practice. Design/methodology/approach A quantitative, cross-sectional survey design was employed. Data from 1,899 primary teachers implementing the 2018 curriculum were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The model examined the effects of performance expectancy, effort expectancy, social influence, facilitating conditions, self-efficacy, and training and support on overall teacher preparedness (OTP). Findings Training and support emerged as the strongest predictor of Overall Teacher Preparedness (OTP), followed by social influence and self-efficacy. Performance expectancy, effort expectancy, and facilitating conditions showed positive but non-significant effects. The model explained 85.0% of the variance in teachers' preparedness, highlighting the central role of sustained professional support in curriculum implementation. Research limitations/implications The cross-sectional design limits causal inference, and the single-country sample constrains generalisability. Future longitudinal and comparative studies across Global South contexts are recommended to examine the stability of teachers' preparedness over time. Practical implications Findings underscore the importance of sustained, coherent professional development and institutional support systems. Policymakers should prioritise long-term training and support structures to strengthen teachers' preparedness for competency-based curriculum reforms. Social implications Enhancing teacher readiness can reduce inequities in curriculum implementation across disadvantaged regions, supporting more equitable learning opportunities for students in diverse socio-economic contexts. Originality/value This study extends UTAUT2 to competency-based curriculum reform by conceptualising readiness and implementation capability as an integrated preparedness construct. Using one of the largest primary-teacher datasets in a Global South context, it provides robust empirical evidence on how institutional and psychological factors jointly shape curriculum enactment.