During　the　COVID-19　pandemic,　online　teaching　modes　were　found　vital　to　continue　students＇　learning　process,　but　sustainable　implementation　of　online　teaching　models　is　an　area　of　concern　for　policymakers.　Psychiatrists　are　also　eager　to　know　students＇　behavior　toward　learning　and　modes　of　teaching　during　COVID-19.　We　have　drawn　a　model　based　on　the　big　five　personality　traits　to　study　students＇　satisfaction　with　online　teaching　modes　and　their　adoption　intentions　toward　online　teaching　modes.　We　have　collected　data　from　718　bachelor＇s　and　master＇s　level　students　from　four　different　universities.　We　have　applied　the　SEM-ANN　dual-stage　approach　to　test　personality　traits＇　influence　and　ranked　them　based　on　their　normalized　importance.　The　results　revealed　that　agreeableness,　conscientiousness,　neuroticism,　and　openness　positively　influence　students＇　satisfaction　with　online　teaching　models,　but　that　extraversion　negatively　influences　their　satisfaction.　Agreeableness,　extraversion,　and　neuroticism　positively　impact,　but　openness　negatively　influences.　Conscientiousness　does　not　affect　adoption　intention.　Furthermore,　agreeableness　is　the　most　significant,　and　conscientiousness　is　the　least　important　factor　for　students　to　adopt　online　teaching　modes.　The　findings　of　the　study　have　useful　perceptiveness　for　educational　policymakers,　academics,　and　psychiatrists.