Transforming ODL practices: an assessment tool for continuance intention in higher education

This study developed and validated a questionnaire to assess accounting lecturers’ continuance intention to use Open and Distance Learning (ODL) for teaching. Addressing the need to understand factors influencing this intention, especially following increased adoption during the COVID-19 pandemic, the tool integrates the Expectation-Confirmation Model (ECM), Technology Acceptance Model (TAM), and Self-Determination Theory (SDT). The questionnaire comprises five sections covering demographics, perceived usefulness, technostress, confirmation and satisfaction, and continuance intention. Of the 50 items included, 44 underwent content validation by six experts using the Content Validity Index (CVI). Results demonstrated strong individual and overall validity, confirming the questionnaire’s effectiveness in capturing key factors influencing accounting lecturers’ continuance intention to use ODL. This instrument provides reliable insights into enablers and barriers affecting online teaching continuance. It supports educational transformation by fostering innovation and guiding inclusive policies that promote lifelong learning. The questionnaire serves as a valuable resource for institutions seeking to enhance online teaching quality and sustain ODL practices in higher education.