Abstract: This study investigates the factors shaping K-12 teachers' behavioral intention to use Yuejiao Xiangyun Digital Textbook Platform in basic education. Drawing on the Stimulus-Organism-Response (S-O-R) framework by integrating the Theory of Planned Behavior (TPB) and the DeLone and McLean Information Systems Success (D&M) model, the study employs a mixed-methods design that combines Structural Equation Modeling and fuzzy-set Qualitative Comparative Analysis (fsQCA) to analyze survey data gathered from 295 K-12 teachers in Guangdong Province, China. SEM results show that attitude to use, subjective norm, and perceived behavioral control positively influence behavioral intention, with subjective norm exerting the strongest effect. Educational system quality and service quality influenced teachers' behavioral intention through attitude to use, subjective norm, and perceived behavioral, whereas information quality influences teachers' behavioral intention only through subjective norm. FsQCA identified five configurations leading to high behavioral intention, with subjective norm as a core condition across all configurations. This indicates that teachers' intention to use digital textbook platforms arises from multiple interacting factors rather than a single influence, highlighting the complexity of teachers' adoption decisions. The findings provide theoretical support for the TPB-D&M model integrated within the S-O-R framework in explaining K-12 teachers' intentions to use digital textbook platforms and offer practical guidance for improving platform design and policy implementation. The results further highlight the importance of balancing institutional expectations with improvements in platform quality when promoting adoption. Future research should test the framework across diverse regions, platform types, and policy contexts, and explore additional factors that further illuminate teachers' technology adoption.
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