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The growing incorporation of Industry 4.0 (I4.0) technologies has intensified the demand for digital upskilling among manufacturing industry engineers in SMEs. Digital Learning 4.0 Systems (DL4.0s) provide sustainable training solutions, yet their effective utilization remains insufficiently explored. This study uses motivational affordance theory combined with basic human needs frameworks to explore how motivational, environmental, and social affordances shape the adoption of DL4.0s and influence knowledge transferability. A time-lagged three-wave study collected data from 302 industry engineers in southern and western European SMEs, and the dataset was evaluated using PLS-SEM. Results indicate that: a) educational affordance and I4.0 technological competence (motivational affordances), support affordance (environmental affordance), and social affordance positively influence DL4.0s use, while privacy affordance has a negative effect; b) DL4.0s use significantly enhances knowledge transferability; and c) web experience moderates the relationship between educational and I4.0 technological competence affordances and DL4.0s use. The findings offer relevant considerations for SME leaders and policy stakeholders aiming to expand digital training access, promote adaptive skills development, and sustain organizational learning in evolving technological contexts.
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