Digital technologies are powerful resources that have not been globally integrated in higher education teaching. Previous studies have pointed out several barriers that can slow down this integration. This study, therefore, aims to elaborate an explanatory model of the barriers to digital technology integration into university teaching, including both links between them and between social and demographic factors that may be influencing them. Through a mixed method approach, a multiple case study with a sample of 527 teachers was developed in Spain. The results show that there are seven main barriers to technology integration: technophobia, lack of time, absence of planning, lack of incentives, lack of evaluation, work saturation, and university accreditation model. The model will help organizations and teachers to identify both the specific barriers and their linkages to other factors. Thus, they will be able to carry out improvements regarding the integration of digital technologies in higher education.

数字技术是强大的资源，尚未在全球范围内整合到高等教育教学中。先前的研究指出了一些阻碍集成速度的障碍。因此，本研究的目的是为数字技术整合到大学教学中的障碍建立一个解释模型，包括障碍之间的联系以及可能影响它们的社会和人口因素之间的联系。通过混合方法，在西班牙开发了一个包含527名教师的多案例研究。结果表明，技术集成存在七个主要障碍：技术恐惧症，缺乏时间，缺乏计划，缺乏激励措施，缺乏评估，工作饱和以及大学认证模式。该模型将帮助组织和教师确定具体的障碍及其与其他因素的联系。因此，他们将能够对高等教育中数字技术的集成进行改进。