The aim of this research to develop a model to measure sustainability for education, and incorporating the literature Big Data adoption and knowledge management sharing in the educational environment. This research hypothesize that perceived usefulness, perceived ease of use, perceived risk and behavioural intention to use big data should influence adoption of big data, while age diversity, cultural diversity and motivators should impact knowledge management sharing. Therefore, knowledge management sharing influence behavior intention to use technologies and big data adoption would be positively associated with sustainability for education. This study employed version of TAM and motivation theory as the research framework, and adopted quantitative data collection and analysis methods by surveying 214 university students who were chosen through stratified random sampling. Student responses were sorted into the eleven study constructs and analysed to explain their implication of sustainability on education. The data were then quantitatively analyzed using Structure Equation Modelling (SEM). The results showed that perceived usefulness, perceived ease of use, perceived risk and behavioural intention to use big data were significant determinants of big data adoption, while age diversity, cultural diversity and motivators were significant determinants of knowledge management sharing. The knowledge management sharing, behavior intention to use technologies and big data adoption succeeded in explaining 66.7% of sustainability on education. The findings and implications of this study are provided.
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