What predicts university students’ behavioral intention to use education influencers in higher education? A study through the lens of the UTAUT model and self-determination theory

Abstract

This study investigates the factors influencing university students’ behavioral intentions to use education influencers by integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) and Self-Determination Theory (SDT). A quantitative survey was conducted with 335 university students in China, and the collected data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The findings showed that performance expectancy, social influence, and self-determination significantly influenced behavioral intention. In addition, effort expectancy, social influence, and facilitating conditions significantly influenced self-determination. However, effort expectancy and facilitating conditions did not directly affect behavioral intention. The results further indicated that self-determination contributed to explaining the motivational mechanisms underlying university students’ intentions to use education influencers. Overall, the study suggests that both technology-related perceptions and motivational mechanisms are important in understanding students’ engagement with education influencers in digital learning environments. The findings provide practical implications for educators, higher education institutions, and education influencers seeking to support university students’ learning experiences through social media-based educational content.