<![CDATA[Background: The integration of Information Systems (IS) in higher education has transformed interactions among students, lecturers, and administrative staff, making system acceptance and success essential for effective academic processes. Various evaluation frameworks have been developed, with the DeLone and McLean Information System Success Model being one of the most widely applied. Objective: This study aims to analyze factors influencing the adoption of academic information systems in higher education using the DeLone and McLean model and to evaluate system success from the perspectives of lecturers, students, and administrative personnel. Methods: A quantitative research approach was employed using questionnaire-based data collection. Data analysis was conducted using SmartPLS 3.0 to assess validity, reliability, and structural relationships among variables. A total of 252 respondents were selected using the Slovin formula and proportional stratified random sampling. The evaluated constructs included system quality, information quality, service quality, system use, user satisfaction, and benefits. Results: The results show that system quality, information quality, and service quality have a positive and significant effect on system use and user satisfaction. Furthermore, system use and user satisfaction contribute to perceived net benefits, such as improved learning outcomes, increased management efficiency, and academic productivity. High service quality also supports continued system usage. All measurement constructs met validity and reliability criteria, with loading factors above 0.7 and Average Variance Extracted (AVE) values exceeding 0.50. Conclusion: In conclusion, the DeLone and McLean model effectively explains academic information system success in higher education, highlighting the importance of system quality, user satisfaction, and generated benefits.]]>
