Exploring the Nexus of Student Engagement and E-Learning Adoption in Yemeni Universities: Unveiling Behavioral Intentions for Digital Education

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Abstract
E-learning has transformed higher education by utilizing Information and Communication Technology to provide a more dynamic approach to learning. To effectively implement e-learning in Yemeni public universities, it is vital to identify and address the influences impacting its acceptance. Despite the Yemeni government's efforts to introduce e-learning in both public and private universities, several obstacles must be overcome to ensure the system's success. This study seeks to explore the feasibility of adopting e-learning in Yemen's public universities and examine the influences influencing behavioral intention towards e-learning. To accomplish these aims, the DeLone and McLean Model of Information Systems Success (D&M ISS) and Technology Acceptance Model (TAM) and they were employed as theoretical frameworks. A survey was conducted, and data were collected through a survey from a sample of 250 students across public universities in Yemen. The study models' postulated factors' predictive behavior was examined using structural equation modelling (SEM). The results showed that perceived utility, service quality, information quality, and ICT infrastructure had a substantial impact on students' behavioral intention to engage in e-learning. In addition, attitude and user satisfaction influenced the relationship between these characteristics and behavioral intention.