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ABSTRACT

This study about investigates the key components of the technology acceptance model (TAM) and the expectation-confirmation theory (ECT) in affecting workforce fulfillment and acceptance of smart tools technologies integration in educating hones inside Omani institutions. As computerized change reshapes higher instruction, it is basic to understand how mental and behavioral components influence the fruitful usage of imaginative education development. By combining TAM and ECT systems, this investigation explores how seen convenience, ease of use, fulfillment, and desire affirmation shape educators’ demeanors toward the selection and maintained utilize of smart educating instruments. Information was collected through an organized survey managed by college workforce individuals and analyzed using partial least squares structural equation modelling to evaluate the connections among the undergraduate students. The findings reveal how variables such as instructing adequacy, appraisal strategies, and understudy learning results contribute to both client fulfillment and the by and user satisfaction and technology integration. This outcome gives impressions for scholastic pioneers, directions creators, and policymakers pointing to upgrade the computerized instructing involvement and advance the economical utilization of perceptive useful advances in higher instruction. The originality of this research lies in applying an integrated TAM-ECT approach to the Omani higher education context, providing fresh insights for academic leaders and policymakers.

Keywords: mobile learning, TAM, ECT, smart technologies, higher education