Published Paper Details:

The incorporation of Social Commerce (S-commerce) into the domain of Educational Technology (EdTech) has precipitated substantial changes in the manner in which learners, educators, and students engage with digital educational platforms. By leveraging the social and collaborative aspects of learning, S-commerce in EdTech enhances the educational experience through the use of user-generated content, peer recommendations, and social engagement. Furthermore, this paradigm shift carries significant ramifications for the intention to use the product. It is crucial to analyse utilization intention in the context of S-commerce in EdTech to comprehend how social and collaborative dynamics influence the adoption and efficacy of educational technology. This publication provides valuable perspectives on the dynamic nature of digital education and its influence on the goals of both instructors and students. Usage Adoption and Usage Purchase Intention both appear to influence usage intention, according to the findings of the present study. However, the hypothesis that usage information influences usage intention is refuted. The results may have been affected by constraints in our data acquisition methodologies or the particular measures employed for Information Factors. Upon integrating the aforementioned data, it becomes evident that although informational factors may not have a direct impact on usage intention, user-centric factors that contribute to the adoption of usage and factors associated with price and products/services significantly influence the overall user intentions in e-commerce. The implications of these disclosures for platform designers and practitioners are substantial. Ensuring competitive pricing and high-quality products/services, prioritizing user-friendly design, and accentuating platform usability are critical strategies for enhancing user engagement and, consequently, increasing students' overall intention to utilize S commerce platforms.