Information and Communications Technology had a tremendous influence on education and learning. A new model was developed, and confirmatory factor analysis was performed to comprehend how learners use ICT in the classroom truly. Another goal is to examine learners' desires and attitudes to using Information and Communications Technology for digital learning, their core computing skills, WBS, acceptance of digital learning devices, and media-related skills by polling learners at both public and private universities. Using structural equation modeling (SEM) and an upgraded version of the Technology Acceptance Paradigm (TAM) methodology, 500 university students were surveyed, and quantitative data collecting and analytic approaches were employed in this research. Learners' remarks were classified into seven types and evaluated to identify their intentions and attitudes about utilizing ICT in educational contexts. According to the findings, mediarelated skills, WBS, and BCS all significantly impacted how valuable and easy to use a tool was evaluated. This research-based approach well-captured learners' intentions and attitudes toward adopting ICT for digital learning. In order to help system developers, service providers, researchers, and practitioners to recognize a systematic study approach for model validation in education sustainability, particularly when modeling structural equations in mathematics utilizing Information and Communications Technology for digital learning, this research significantly contributes.