In the meantime, teachers’ proficiency in technological pedagogical and content knowledge (TPACK) also potentially influences their students’ continuance use of technology. Aside from the teachers’ perspective, the students’ personality traits are also crucial as they provide insights regarding their continuance use of technology. Therefore, the lack of recent research in identifying the relationship between personality traits and technology is investigated in the current study. Furthermore, recent studies have shown that the connection between personality traits and the continuance of the use of technology is lacking. Therefore, the current study proposes a conceptual framework, examining the relationship between personality traits and the TPACK framework from the students’ perspective, where Big Five personality traits are considered. Additionally, the current study practises a systematic literature review (SLR) approach, formulating research questions regarding the topic of interest. Highly relevant constructs between the Big Five personality traits, also known as the Big Five Model (BFM) and TPACK, were identified. As a result, a theoretical framework, TPACK-BFM is formed based on BFM and TPACK, which refers to the continuance of the use of technology as a whole picture in which hypotheses were formed. Since recent studies are more technology-focused, research from different perspectives can be beneficial in acquiring more valuable insights. The current study extends the existing studies of the TPACK framework by including the BFM. This extended study contributes to the literature by comprehensively addressing the potential impact on technology integration and its sustainability.