<p>This study examines the acceptance of a Learning Management System (LMS) in undergraduate Religious Education (RE), a value-sensitive educational context where technology adoption involves cultural, ethical, as well as pedagogical considerations, in addition to performance. Based on the Technology Acceptance Model (TAM), the study proposes an extended model that includes perceived engagement and perceived compatibility to better address acceptance processes in RE. A quantitative, cross-sectional survey was conducted with 138 undergraduate students enrolled in an RE course at a Greek university, and data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results confirm that perceived usefulness and perceived ease of use are the strongest predictors of students’ attitudes and behavioural intention toward LMS use, with perceived usefulness emerging as the dominant driver of continued intention. Perceived engagement significantly enhances both perceived ease of use and perceived usefulness, while perceived compatibility shows a particularly strong effect on perceived ease of use and a weaker but significant effect on perceived usefulness. The extended model demonstrates high explanatory power for attitudes, behavioural intention, perceived usefulness, and perceived ease of use. The findings indicate that LMS acceptance in RE depends not only on technical efficiency but also on engagement and alignment with learners’ values and pedagogical practices. The study contributes to technology acceptance research by demonstrating the relevance of value-related constructs and offers practical guidance for designing LMS platforms in RE and other value-sensitive learning contexts.</p>