Abstract
Teaching and learning are significantly influenced by information and communications technology (ICT). The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use ICT for digital learning as sustainability. The purpose of this research project was to investigate computer self-efficacy, computer anxiety, perceived enjoyment and acceptance of digital learning as sustainability at Saudi universities, based on students' satisfaction with actual ICT usage for digital learning as sustainability. This research project made use of structural equation modelling with SEM-AMOS and an expanded variant of the technology acceptance model as the research model. A questionnaire based on the technology acceptance model and social cognitive theory was employed as the main data collection method and was distributed to 684 students from students at two universities. Students' answers were categorized into seven categories and evaluated to determine how satisfied students were with ICT and how likely they were to continue using it for digital learning as sustainability. The findings revealed a connection between computer self-efficacy, computer anxiety and perceived enjoyment, factors which all played a significant role in perceived usefulness and ease of use. Perceived usefulness and ease of use also had an impact on students' continued intention to use and satisfaction. This research-built model was effective in explaining students' continued desire to use ICT and their satisfaction with it.