Kitrungloadjanaporn P.Triampo D.Nuttavut N.Triampo W.Mahidol University2026-04-092026-04-092026-01-01International Journal of Information and Education Technology Vol.16 No.3 (2026) , 818-825https://repository.li.mahidol.ac.th/handle/123456789/115949Drone-based Science, Technology, Engineering, and Mathematics (STEM) learning offers a practical means of connecting theory with real-world applications, enhancing student engagement meaningfully. This study investigates its impact on students’ technology acceptance using the Technology Acceptance Model (TAM) and examines differences by gender and school type in Thailand. Three modules were developed through the Technological Pedagogical Content Knowledge (TPCK) framework, covering drone fundamentals, operational skills, and applications such as agricultural survey or natural disaster management. A mixed-methods approach involved pre-and post-questionnaires from 130 high school students across different school types. Findings show significant improvement in all TAM areas—usefulness, ease of use, attitude, and intention—following the intervention, with minimal differences between genders and school backgrounds. The results demonstrate that drone-based STEM not only strengthens technology acceptance but also broadens access to engaging technology-enhanced education. These insights emphasize the value of integrating drone-based activities into future STEM curricula for both educators and policymakers.Computer ScienceSocial SciencesArticleSCOPUS10.18178/ijiet.2026.16.3.25542-s2.0-10503374690120103689