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This study sheds light on the role of technological factors (i.e., perceived usefulness, perceived enjoyment, and compatibility) and knowledge sharing between teachers and students in predicting smart classroom adoption in the context of higher education in Saudi Arabia. The authors selected a sample of 285 instructors from six universities in Saudi Arabia. Structural equation modelling was utilised to analyse the data and test the suggested hypotheses. The results indicated that technological factors (i.e., perceived usefulness, perceived enjoyment, and compatibility) have a significant influence on intention to adopt smart classroom. Furthermore, knowledge sharing plays a significant role in predicting smart classroom adoption. The results offer meaningful implications for practice and theory.

Understanding Factors Affecting Smart Classroom Adoption: An Empirical Investigation in Saudi Arabia Higher Education