As a result of the COVID-19 pandemic, students worldwide are required to interact heavily with different digital learning platforms. In this case, it's important to investigate how the university students perceived and accepted these platforms. This study is guided by the technology model and the service quality model, aimed at investigating the relationship between quality variables, teaching team roles, and perceived usefulness in learners' usage behavior of digital textbook learning systems. The study was conducted on digital learning platforms initiated in 2021 at the British University in Egypt. It employed a survey approach to explore the relationships between perceived usefulness, the role of perceived quality for both rigid and flexible contents, instructor involvement, and business students' continuation of usage of these platforms. The main scales were initially extracted from the literature and modified to fit the educational technological facilities and departmental faculty structures in the university. The questionnaires were distributed to a sample of 2500 students, and 577 completed questionnaires were collected with a response rate of 23%. The structural equation modeling utilized demonstrated a positive direct association between perceived usefulness and continuous usage, demonstrating that students' opinions of digital content's utility influence continuous utilization. Furthermore, both rigid and flexible content quality have a considerable impact on predicting students' perceptions of usefulness and influencing platform utilization over time. To summarize, digital platform institutions should invest in training and partner with educators to provide digital textbooks or resources that will help teachers achieve their learning objectives.