Abstract
<title>Abstract</title> <p>This study examines the determinants of continuance intention toward e-learning platforms among students in Indian higher education institutions. Drawing upon Expectation Confirmation Theory (ECT) and integrating individual innovativeness, the research investigates the relationships among expectation confirmation, perceived usefulness, satisfaction, and continuance intention, with gender as a moderating variable. Data were collected from 166 students with prior e-learning experience and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that satisfaction is the strongest predictor of continuance intention. Expectation confirmation and perceived usefulness significantly enhance satisfaction, but their direct effects on continuance intention are not significant. Mediation analysis confirms that satisfaction fully mediates the effects of expectation confirmation and perceived usefulness on continuance intention. Additionally, individual innovativeness shows a significant negative direct effect on continuance intention, and gender significantly moderates the relationship between innovativeness and continuance intention. The study extends post-adoption research by emphasizing the central role of satisfaction in sustaining e-learning usage and identifying important individual and demographic boundary conditions influencing continuance behaviour.</p>