During the COVID-19 pandemic, a number of Higher Education Institutions made use of Information and Communication Technology (ICT) Tools like Videoconferencing, Learning Management Systems etc to conduct classes online, to enable the students to continue their education. Though COVID-19 subsided to a large extent, post COVID-19 situation is not the same as, it was during pre-COVID-19 period. Most of the educational institutions have been adopting blended mode of teaching-learning, wherein ICT tools are used to supplement face-to-face education, in order to improve quality of academic delivery. However, it was noticed that there was significant difference in the levels of usage of ICT tools in pedagogy at the individual levels of teachers as well students. While most of the current generation students are tech savvy, it is the teachers that make the difference in adoption of ICT tools. So, the present study is focused on identifying the factors, influencing Behavioural Intention and Usage of ICT tools in pedagogy. In view of the special challenges faced in deployment of technology in teaching conceptual and practice-oriented courses like Science, Technology, Engineering and Mathematics Teachers (STEM), the study focused on teachers dealing with STEM Courses in Higher Education Institutions. The study adopted modified UTAUT2 model, after making changes, suitable to the Higher Education environment. Price Value factor in the original UTAUT2 model was replaced with Value Belief, as the former is not relevant in educational institutions. Random sampling was used to collect data and 129 responses were collected, using structured questionnaire, during April 2022 to July 2022, from the teachers, taking classes for Undergraduate and Postgraduate courses in the STEM discipline in Higher Education Institutions in the State of Jharkhand, in India. Descriptive Statistics and Structural Equation Modeling (SEM) Smart PLS software were used for analyzing the data. Results of the study have shown that two intrinsic motivating factors, Value Belief and Habits, have significant positive influence on the Behavioural Intention of the STEM teachers. It was also found that other factors in the original UTAUT2 model do not have any significant influence on Behavioural Intention of the teachers. It was also found that Behavioural Intention has a positive influence on actual use. As ICT tools are increasingly becoming critical for enabling quality academic delivery in Higher education, this study will help teachers, academic administrators, managements of the Institutions and researchers to understand the key factors that motivate the teachers to adopt ICT tools in their pedagogy and facilitate them to continue using the same in post COVID-19 environment, for enhancing the effectiveness of academic delivery to the students. [ABSTRACT FROM AUTHOR]