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Today, developments in information and communication technology (ICT) have a significant influence on education sustainability. In this study, the factors influencing students’ intentions towards using ICT in education sustainability, as well as their satisfaction from its use, were examined. This study aims to investigate student intentions to use information and communication technology, as well as their satisfaction with such use. Therefore, this study employed an extended model of the Technology Acceptance Model (TAM) as the research framework, and adopted quantitative data collection and analysis methods by surveying 502 university students who were chosen through stratified random sampling. Using structural equation modeling (SEM), student responses were sorted into eight study constructs and analyzed to explain their intentions towards technology use and satisfaction. A significant relationship was found between computer self-efficacy (CSE), subjective norms (SN), and perceived enjoyment (PE), which were significant determinants of perceived ease of use (PEU) and perceived usefulness (PU). PEU, PU, and attitudes towards computer use (ACU) influenced students’ intentions to use (SIU) ICT and students’ satisfaction (SS). The constructs succeeded in explaining usage intentions towards ICT among students and their satisfaction from this usage.

The aim of this paper to develop a model to measure sustainability for education and incorporate the literature big data adoption and knowledge management sharing in the educational environment. This paper hypothesizes that perceived usefulness, perceived ease of use, perceived risk, and behavioral intention to use big data should influence adoption of big data, while age diversity, cultural diversity, and motivators should impact knowledge management sharing. Therefore, knowledge management sharing influences behavior intention to use technologies and big data adoption would be positively associated with sustainability for education. This paper employed a version of TAM and motivation theory as the research framework and adopted quantitative data collection and analysis methods by surveying 214 university students who were chosen through stratified random sampling. Student's responses were sorted into the 11 study constructs and analyzed to explain their implication of sustainability on education. The data were then quantitatively analyzed using structural equation modeling (SEM). The results showed that perceived usefulness, perceived ease of use, perceived risk, and behavioral intention to use big data were significant determinants of big data adoption, while age diversity, cultural diversity, and motivators were significant determinants of knowledge management sharing. The knowledge management sharing, behavior intention to use technologies, and big data adoption succeeded in explaining 66.7% of sustainability on education. The findings and implications of this paper are provided.INDEX TERMS Big data adoption, knowledge management sharing, motivators, technology acceptance model (TAM).

The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, as a means of formulating a classification for MOOC-focused scholarly literature. The publication journal, country of origin, researchers, release data, theoretical approach, models, methodology and study participants were all factors used to assess and categorise the MOOC. These data contribute to materials required by readers who are interested in different aspects related to the literature of using Massive Open Online Courses (MOOCs) in higher education. Intention to use, interaction, engagement, motivations and satisfaction were five dynamics assessed in relation to the improvement of MOOCs. Students’ academic performance can be influenced by MOOC which has the advantage of facilitating the learning process through offering materials and enabling the share of information.

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