Abstract
The research examines the factors influencing educators' engagement in self-paced continuous professional development micro-learning courses. Framed by the UTAUT2 model, the research employed a quantitative approach, using structural equation modelling to analyse relationships between variables. An online survey was administered to 150 educators, with 140 responses received. The findings reveal that performance expectancy, hedonic motivation, and price value influenced behavioral intention and price value, facilitating conditions, and behavioral intention influenced behavioral use of the online platform. In contrast, effort expectancy, social influence, and habit have a negative impact on behavioral intention. These results emphasize the need for enhanced institutional support, including resource provision, zero-rating the platform for accessibility, regular maintenance to address technical challenges, and capacity-building initiatives. The outcomes of this research will inform the policy development of online professional development of educators.