<p>In the evolving field of education, driven by digital transformation and enhanced digital infrastructure, the variety of learning modes and platforms has significantly increased. Among these platforms, social media became a powerful tool for learning and knowledge dissemination. Despite its great potential, the factors influencing learners' behavioral intention to share knowledge on social media remained inadequately explored. This study aimed to fill this gap by investigating the determinants of learners' behavioral intention to share knowledge in social media environments through the lens of push–pull theory and employing fuzzy-set qualitative comparative analysis (fsQCA). Using the Questionnaire Star platform, this study collected 203 responses from 22 universities in Zhejiang Province through convenience and snowball sampling and analyzed the data using fsQCA 3.0 software. The results revealed that learners' propensity to share knowledge was shaped by various factors, including personal habits, technology acceptance models, and the technical attributes and flexibility of social media platforms. By integrating novel theoretical frameworks and methodologies, the study identified multiple configurations conducive to high levels of knowledge-sharing intention among learners, uncovering three distinct patterns and five configurations. Notably, lower levels of habit and stronger task-technology fit emerged as key drivers. Moreover, the study emphasized the importance of considering multiple factors when optimizing social media platforms to meet learners' needs and foster knowledge exchange. While the study had certain geographical and cultural limitations, its findings offered valuable theoretical and practical implications for future research in the fields of social media and educational technology.</p>