Recently the results of a study examining the current state of digitized learning among different educational sectors in Germany revealed that students of teaching education are despite the availability of good technological infrastructure the least motivated group of students to use digital learning materials (DLMs). As students of teaching education are often regarded as the key factor of the educational digitization in schools, the question arises, “What motivates students’ of teaching education to integrate Information and Communication Technologies (ICTs) in their daily pedagogical practices?”. To answer this question, we elaborate on the theory of Professional Identity Formation, while considering a teachers’ professional identity as a process in which different attributes, beliefs, values, motives, and experiences, the terms by which students define themselves in a professional role, are evaluated and internalized. Based on this a research model is proposed that combines the process of identity formation and the Context Input Process Product model, an evaluation model designed to achieve and improve accountability of educational programs. We intend to measure the influence of five selected variables: students’ motives to attend teacher education, faculty support, preparation for the teaching profession, professional orientation and commitment and their impact on students’ intentions to use DLMs