Abstract
This study examined internal and external stimuli influencing faculty adaptation to digital transformation in higher education settings. The study applies cross-sectional survey of 154 faculty members from Kazakhstani universities used validated instruments. Results revealed a clear stimulus hierarchy: internal stimuli (intrinsic motivation, selfefficacy) explained 21% of unique variance in technology acceptance, compared to 4% for organizational support and less than 1% for external negative stimuli. Age significantly moderated these relationships. Internal stimuli were stronger predictors for younger faculty (β = 0.42 vs. 0.18), while organizational support was more critical for older faculty (β = 0.34 vs. 0.08). External pressure showed harmful effects only among senior faculty members (β = −0.31). The cluster analysis that identified four faculty typologies characterized by distinct stimulus-response profiles. These findings suggest that successful digital transformation requires age-differentiated, autonomy-supportive institutional approaches rather than uniform mandates. The study findings can help to promote digital transformation across higher education institutions more effectively.