How does ICT self-efficacy of undergraduate students influence the intention to use ICT?

The role of Information and Communication Technology (ICT) in tourism education is pivotal in preparing students for a digitally driven industry. While ICT tools enhance learning through online platforms, simulations, and data analytics, students differ markedly in their willingness to engage with these tools. This study examines how ICT self-efficacy influences undergraduate tourism students' intention to use ICT, with ICT knowledge acquisition as a mediator and organizational ICT support as a moderator. Drawing on Social Cognitive Theory, we employed a quantitative design and analyzed survey data from 450 tourism students at a Chinese university using partial least squares structural equation modeling (PLS-SEM). The results show that ICT self-efficacy has both direct and indirect positive effects on use intention through ICT knowledge acquisition, and that perceived organizational ICT support strengthens the links between self-efficacy and both knowledge acquisition and use intention. The structural model explains 54% of the variance in use intention, indicating substantial explanatory power. These findings highlight the joint importance of psychological resources and institutional support in fostering ICT adoption in tourism education and suggest targeted strategies for building students' digital competencies.