## 1 Introduction  
Information and Communication Technologies (ICT) have become a crucial element for students in their daily educational tasks [1; 2; 3; 4]. Nowadays, it is possible to affirm that education without ICT is unimaginable [5]. In fact, many institutions and governments have developed strategies in order to integrate ICT with pedagogical methods [6; 7]. In this context, the adaptation of pedagogical systems and the incorporation of ICT innovations are essential to the survival of many educational institutions [8; 9]. Nevertheless, the involvement of three factors is required in order to achieve efficient and effective use of ICT for educational purposes [10]: (1) the academic community; (2) educational structures; and (3) legislation. This study focuses on the adoption of Open Source Software (OSS) in education. According to [11], the three OSS primary drivers in education are: (1) lowered acquisition costs; (2) relaxed licensing agreements; and (3) interoperability. In this respect, OSS is one of the ICT's with the greatest growth potential in the field [12; 13]. Indeed, many governments are adapting their regulations or investing in new infrastructures to promote OSS use in education. For instance, OSS adoption in higher education has been popular in the United States [14]. In a similar way, the government of Andalusia (Spain), which exercises regulatory and executive power in different areas, including education, has approved some initiatives to boost the use of OSS in primary and secondary education [15]. Generally, OSS has achieved enormous popularity due to three factors [16]: (1) user-developer interaction; (2) market potential; and (3) development stage. Two key OSS features are highlighted [17; 18]: (1) it is developed in a public and collaborative manner; and (2) the source code is accessible for users, and they can modify it, and in most cases, its distribution is even allowed. Therefore, OSS is considered a viable alternative to proprietary software for many institutions [19; 20], becoming an innovative global movement where different social, economic, and public agents collaborate, united by the need to control the software design [21]. Consequently, the number of OSS projects in the world has increased significantly in recent decades in all fields [22; 23]. Particularly, the implementation of OSS in the educational context is a reality [12; 15]. OSS usually increases the quality of education in three aspects [24]: (1) service level; (2) student productivity; and (3) student satisfaction. In addition, OSS shares similar goals with educational principles, such as collectiveness and cooperation [12]. Hence, educational organizations should define OSS strategies considering the different needs of the stakeholders, mainly students, and teachers, in order to spread the OSS principles and benefits [25]. Indeed, according to [26], students and teachers agree that the total cost of ownership is one of the most important factors in OSS adoption. However, the literature has not sufficiently explored certain issues surrounding the transmission to students regarding the values associated with OSS and its subsequent application in other fields. In this manner, these questions could be the starting point for the present paper: (1) Do students adopt a favorable behavior towards the OSS use as a result of the training received? ; (2) Do students consider that OSS provides a solid alternative to proprietary software? ; and (3) Are students motivated to use OSS after receiving training focused on OSS? Consequently, there is a gap in our knowledge concerning the impact of education and the intention to continue using this type of ICT. Thus, this paper seeks to fill part of that gap. Specifically, two research objectives are defined: (1) to explore the motivational determinants of student behavior towards OSS; and (2) to propose a research model to analyze the effect of self-motivation factors in order to gain a deeper understanding of the relationship between human motivation and technology acceptance.