Computer Supported Education

From Ecological Intention to Digital Action: How Implementation Intention (SSBC) Influences the Acceptance of an e-Learning Platform

Publié le 28 septembre 2026 – Mis à jour le 28 septembre 2026

Lisa Michanol, Charles Aivar & Jean-Christophe Sakdavong (CLLE)

Facing the urgency of integrating the ecological transition into professional practices, this study provides an in-depth analysis of the psychological and social factors governing the acceptance of an e-learning platform for Public Works (PW) professionals. While digital tools are proliferating, their effective adoption remains a challenge. Drawing on data from 42 users of the “tpdemain” platform, this research distinguishes itself by combining two major theoretical frameworks: the Stage Model of Self-Regulated Behavioral Change (SSBC) and the Unified Theory of Acceptance and Use of Technology (UTAUT2), enhanced by the concept of Situated Acceptance. The objective is to examine in depth how specific psychological mechanisms, notably implementation intention, and contextual factors, such as social influence and the organizational dimension, affect the acceptability and effective use of educational resources.

Meinel, C., Di Mascio, T., du Boulay, B., Tovar, E. (eds) Computer Supported Education. CSEDU 2025
Communications in Computer and Information Science, vol 3148.
Springer, Cham. https://doi.org/10.1007/978-3-032-39103-2_4