Unethical behaviors on the Internet are increasingly prevalent, causing widespread tangible and intangible harms to society. To address this growing issue, implementing Internet ethics education in higher educational institutions presents a proactive and effective solution to this problem. Understanding the factors that motivate educational institutions to adopt this educational innovation is crucial. This study explores these motivations by integrating innovation diffusion theory with the technology-organization-environment framework, identifying key factors that influence organizational-level intentions to implement Internet ethics education. Data collected from 81 respondents holding a lecturer position or higher were analyzed using partial least squares structural equation modeling. The findings highlight that perceived benefits, compatibility, top management support, and government support significantly and positively affect implementation intentions. These insights provide valuable guidance for educators and policymakers in educational institutions, demonstrating the applicability of the integrated theoretical framework in studying educational innovations and can be extended to other areas of innovation research.