## 1 Introduction  
Sustainable development, defined as the development that satisfies the present generations' needs without sacrificing the available resources for future generations [1], entails inter-generational equity in social, economic, and environmental spheres. The design of initiatives addressing the three aspects is intricate and challenging [2] and requires the construction of specific scientific and technical capacities, methodologies, and competencies [3].  
In an effort to support initiatives working around the Sustainable Development Goals established by the United Nations, the European Union designed and implemented the project Erasmus+ for the period 2014-2021. The Erasmus+ is a renewed effort after more than 25 years of European programs supporting education and training for youth. One of the program's action lines, \"Erasmus+: Grundtvig\", aimed to build an educational and continuous learning environment ideal for further developing European adult people's talent, based on their current know-how and looking to develop new technical and technological skills. The financed projects aimed to solve some of the socio-economic challenges that European governments are facing and will continue to face during the next decade [4]. One of the initiatives that emerged as a response to the Erasmus+ call for innovation was FARMER 4.0. Rooted in the agricultural sector, FARMER 4.0 is an e-learning tool for farmers and agricultural entrepreneurs.  
The e-learning approach adopted by FARMER 4.0 is an innovative alternative to promote the development of new agricultural skills. Supported by the Information and Communication Technologies (ICTs), online education gives access to up-to-date knowledge without affecting users' daily productive activities [3; 5; 6; 7; 8], independently of geographical location [9]. From the perspective of sustainable development, e-learning initiatives should promote and improve continuing education, ensure the acquisition of sustainability-related knowledge and skills, and increase public awareness and understanding of sustainable development and its implications [3]. However, the ultimate value that users will obtain from tools like FARMER 4.0, and the achievement of Sustainable Development Goals will depend on the extent to which the target population effectively uses the technology [10].  
Despite the increasing use of information systems (IS) in the agricultural sector [11] and the awareness of the benefits of ICTs applications in farming activities [12], previous works have revealed low acceptance and adoption of these technologies among farmers [13; 14; 15; 16]. For this reason, understanding the aspects that move users to accept or reject these types of technologies is paramount [10].  
On the grounds of this situation, the present research objective was to identify the potential factors behind the adoption of the e-learning tool FARMER 4.0. To this end, we conducted an empirical validation of the TAM initially proposed by [PERSON] [17] and assessed the TAM extension developed by [PERSON] et al. [18] for the context of the e-learning tool.  
The paper starts with a brief description of FARMER 4.0 and the proposed TAM extension to assess farmers' acceptance. (Section 2). Subsequently, Section 3 presents the stated hypothesis and the instrument used to test them. In Section 4, results obtained after constructs and model validation are displayed. Finally, in Section 5, we summarize the practical implications of findings, and in Section 6, conclusions are reported.