In recent years, online educational platforms have become an increasingly popular tool for delivering online learning experiences. One such platform is the Tunisian educational platform provided by the Virtual University of Tunis. The acceptance and adoption of these platforms by students are crucial for their successful integration into the educational system. This study investigates students' intentions towards the use of the Tunisian educational platform using the proposed Extended Technology Acceptance Model (e-TAM). An empirical study was conducted involving 108 undergraduate computer science students from a Tunisian public university, providing insights into students' intentions and contributing to a deeper understanding into the factors driving the adoption of educational technology. The findings of this study contribute to the literature by validating an extension of TAM in the Tunisian context and providing valuable insights for educators, policymakers, and platform developers to improve the design, usability, and effectiveness of these platforms.