Teacher adoption of digital education management systems through combined information systems and social cognitive frameworks during post-COVID era

The COVID-19 pandemic accelerated adoption of digital education systems, presenting opportunities but also challenges for integration into higher education. This study developed an integrated model combining the DeLone and McLean information systems framework and social cognitive theory to explain university instructors' post-COVID digital education management system (DEMS) adoption intentions. Surveying 352 lecturers across disciplines in China, results showed computer self-efficacy and personal innovativeness positively predicted performance expectations about the DEMS, driving usage intentions. Content and service quality also directly increased intentions. However, system quality had no effect on performance expectations. Findings highlight the joint influence of motivational factors, self-efficacy, and system qualities on DEMS acceptance. This timely application of an integrated IT adoption model provides theoretical and practical insights into leveraging digital transformations in higher education. Strategies to boost adoption include communicating performance benefits, enhancing support services, and building IT self-efficacy through training. As digital platforms persist post-pandemic, this research makes an important contribution by elucidating critical determinants of user acceptance.