The study investigates the underlying motives facilitating users’ continuance intention for digital content in academic settings. Extending the expectation confirmation model of IS continuance (ECM-ISC), the study proposes a conceptual model by incorporating personal and technological antecedents of users’ continuance intention for digital content. In addition, users’ environmental concerns and price value are considered as potential moderators in the relationship between their satisfaction and continuance intention for digital content. An online survey was used to collect data from 311 digital content users of a large public university in Saudi Arabia. Structural equation modeling was used to test the relationships in the conceptual model. The results obtained from SmartPLS 3.2 confirm that compatibility, convenience, self-efficacy, and facilitating conditions are the predictors of confirmation and usefulness of digital content. The confirmation of expectations and perceived usefulness result in greater satisfaction with the digital content, which in turn leads to users’ continuance intention. In addition, the article provides empirical evidence for the impact of environmental concerns on the satisfaction–continuance intention relationship, thus opening a novel research debate. The study is expected to offer new insights both for academicians and managers of digital content.

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Information and communication technology (ICT) plays a significant role in education. Cloud computing is a relatively new technology in ICT. It has drastically changed the way ICT services are used in organisations. In education sector, many education institutions have started to recognise the usefulness and importance of adopting cloud computing technology, and some have started to adopt the technology in the organisation. There are several issues that must be taken into account when adopting cloud computing. They encompass technological factors, environmental factors and organisational factors. This paper aims to highlights the organisational factors within the context of cloud computing adoption in education, focusing on the e-learning domain area.

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The higher educational institutions are introducing and implementing Learning Management Systems (LMS) for effective communications with students and for adoption of technology based learning processes. However, the success of LMS depends mostly on instructors’ adoption of LMS. This study is incorporating different important factors with TAM to study the impacts of these factors on instructors’ behavioural intention to use LMS. A sample of 247 instructors was used for model testing. PLS-SEM technique was used as a testing method. The PLS-SEM results show that Task Technology Fit (TTF), Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) have direct impacts on behavioural intention while TTF, Compatibility, Convenience, Self-Efficacy, Personal Innovativeness and Subjective Norm have significant impacts on PU and PEOU. Empirical findings of this research provide a better understanding for instructors’ adoption of LMS. In addition, the research highlights different aspects that lead towards successful adoption of LMS.