ROLE OF IT ATTITUDE AND IT CULTURE IN E-LEARNING USAGE BEHAVIOUR MODEL WITHIN GULF COOPERATION COUNCIL PUBLIC UNIVERSITIES

Abstract

The sustained use of e-learning in higher education has become a strategic priority in the Gulf Cooperation Council (GCC) as universities transition from emergency remote teaching to long-term digital learning. Despite substantial investments in digital infrastructure, many academic staff remain hesitant to continue using e-learning platforms after the COVID-19 pandemic. This study develops and validates a post-adoption model of e-learning use among academic staff in GCC public universities by integrating the Information Systems Success Model (ISSM) and the Technology Acceptance Model 1 (TAM1). The model examines how system-related factors, system quality, information quality, and service quality, shape behavioural intention and use behaviour through the mediating role of Information Technology (IT) attitude and the moderating role of Information Technology (IT) culture. Data were collected using an online survey approach from 394 academic staff across public universities in the GCC using a purposive sampling approach. The measurement and structural models were analysed using SmartPLS 4. The results show that system-related factors have significant positive effects on both behavioural intention and use behaviour of e-learning. IT attitude was found to significantly influence behavioural intention and use behaviour and to partially mediate the effects of system-related factors. Behavioural intention was also a strong predictor of actual use behaviour, confirming its central role in post-adoption contexts. IT culture did not moderate the relationship between system-related factors and behavioural intention but significantly strengthened the relationship between IT attitude and behavioural intention, indicating that a supportive digital culture enhances the translation of positive attitudes into sustained commitment to e-learning. The study contributes to theory by advancing a behaviour-centred, post-adoption framework that integrates technical system quality with psychological and cultural mechanisms. Practically, the validated model provides GCC universities with a diagnostic and strategic tool for strengthening long-term engagement with e-learning through improvements in system performance, staff attitudes, and institutional digital culture.