This study uses one-step meta-analytic structural equation modelling to delve into the technology acceptance model's (TAM) application within education, assessing perceived usefulness, ease of use, intentions to use, and actual technology use. It synthesises previous findings to validate the TAM's effectiveness and uncover the model's predictive power in educational settings. Significant insights include the direct influence of perceived ease of use on actual technology use, bypassing intentions--a novel finding contrasting with the TAM's traditional formulation. The research confirms the TAM's enduring relevance, offering valuable guidance for educational technology integration.