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ABSTRACT
The main purpose of this study was to apply the extended technology acceptance model in examining the technological factors influencing university tourism and hospitality students’ intention to use e-learning in 2 different higher education contexts: Egypt, as an example of a developing country; and the United Kingdom (UK), as an example of a developed country. A total of 600 online questionnaires were sent to a convenience sample of university hospitality and tourism students enrolled in technology-enhanced courses. Of the questionnaires returned, 428 were usable ones, representing a response rate of 71.3%. Structural equation modeling was used to analyze the data using AMOS. E-learning support, platform interactivity, platform response, ease of use, usefulness, and perceived satisfaction were the most important factors influencing the Egyptian students’ intention to use e-learning. E-learning resources, platform functionality, ease of use, usefulness, and perceived satisfaction were the most important factors influencing the UK students’ intention.