Purpose: The purpose of this study is to explore a gendered perspective on how learners' intrinsic psychological motivators: valence, technology-innovativeness, self-development and self-efficacy as well as extrinsic social and institutional motivators, such as social norms and management commitment, collectively influence learners' behavioral intention to adopt asynchronous EdTech tools such as MOOCs. Design/methodology/approach: A theoretical model was developed by integrating insights from social cognitive theory (SCT) and the technology acceptance model (TAM). Data were collected from 622 Indian college students across different academic levels who had enrolled in at least one MOOC. Data analysis was performed using covariance-based structural equation modeling (CB-SEM). The bootstrapping method using IBM AMOS 23.0 software was adopted further for moderation analysis. Findings: The study found that while intrinsic drivers were positively associated with behavioral intention, extrinsic drivers had a limited influence. The results of the moderation analysis showed that gender significantly influenced the relationship between self-development and perceived usefulness as well as the relationship between valence and perceived usefulness. Our study's findings represent a significant contribution to theoretical advancements, indicating a notable shift in students' learning emphasis from social interactions to self-directed approaches. These results align closely with the principles of connectivism within the heutagogy theory framework, underscoring learners' responsibility in shaping their learning journey. Practical implications: Our study findings hold significant practical implications for future applications. Based on our study's findings on the positive impact of self-development and self-efficacy, it is crucial to offer structured and interactive learning options for guided experiences. Integrating digital skills training into MOOC curricula can enhance engagement across diverse learner levels, given the significant predictive power of technology innovativeness. Furthermore, emphasizing the benefits of MOOC certifications, such as career advancement or academic recognition, can increase their appeal and perceived value, considering the significance of "valence" as an influential factor. Originality/value: Asynchronous EdTech tools, notably MOOCs, have emerged as potent catalysts for social change, providing unparalleled accessibility, flexibility and avenues for lifelong learning. Our study pioneers an investigation into the impact of valence and technology innovativeness on learners' perceptions, significantly influencing their willingness to adopt MOOCs positively. By exploring nuanced sociological dynamics across diverse societies, our research underscores the necessity of customizing EdTech solutions to encompass diverse gender perspectives.