ABSTRACT The shift to online learning in higher education has brought Cyber Psychology into focus, raising concerns about its impact on student behavior, engagement, and readiness. This study investigates online learning adoption in Indian higher education institutions using the Technology Acceptance Model (TAM). Data from 200 undergraduate and postgraduate students were collected through a structured survey, measuring Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), and Behavioral Intention (BI). Findings showed overall positive perceptions, with strong reliability (Cronbach's α > 0.70) and validated construct structures (EFA). Correlation and SEM analysis confirmed significant paths, particularly ATT → BI ( r = 0.817) and PEOU → PU (β = 0.695). While gender had no significant effect on BI, academic background influenced ATT. The results highlight the central role of usability and perceived value in shaping engagement, underscoring the need for discipline‐specific, context‐aware digital learning strategies in higher education.
Upadhayay et al. (2026) studied this question.