In response to the COVID-19 pandemic, many educational institutions switched to online learning to maintain learning activities. With the global pandemic, the educational environment was forced to shift from traditional face-to-face teaching or blended learning to a fully online learning model. In February 2020, China took the lead in announcing the implementation of online learning, encouraging most teachers to use it. Exploring the potential of online learning to replace traditional face-to-face teaching is a topic deserving consideration. This study explored the factors that influenced teachers' intention to switch to online learning during the pandemic, using a push-pull-mooring model. The study analyzed 283 valid responses gathered through an online questionnaire and found that push effects, pull effects, and habits significantly impact teachers' intention to switch from offline to online teaching. The findings provide additional insights into the future of higher education after the pandemic.