The ongoing Corona Virus Disease 2019 (COVID-19) pandemic presents several challenges to the education system including technical, cognitive, managerial, and behavioral ones. As a result of these pressures, educa-tion systems are undergoing dramatic changes. The persistent state of the pandemic leading to anincrease in connectivity between teachers and students' devices, and the growth of online learning, is changing how students learn and the risks they have to manage themselves. The education sector typically employs some technical models to assess students' attitudes. Moreover, there is an ongoing intention to use online learning. In addition to technological factors, psychological factors were incorporated into the assessment. And inten-tions and attitudes are from a cognitive standpoint. Based on empirical research on online learning con-ducted among university students under epidemic normalization, the main goal of this paper is to examine the relationship between self-awareness and the willingness to use it continuously. During COVID-19 pan-demic, the research framework created for this study was tested on 429 college students. The integrated Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) model's hypotheses were empir-ically examined. It was found that self-awareness and the intention to use online learning during the epi-demic are consistently related. Self-awareness profoundly and significantly impacts the decision to continue using online learning. The study's findings can gauge participants' intent to continue. This study's result can help assess the intention to continue to use online learning during COVID-19.This can help provide more valid assessment results beneficial for the management of online learning. (c) 2022 The Authors. Published by Elsevier Espana, S.L.U. on behalf of Journal of Innovation & Knowledge. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)