ADOPTION AND ACCEPTANCE OF SMART TEACHING BY HIGHER EDUCATION INSTRUCTORS

The purpose of this paper is to enhance our understanding of how to simulate educators' intentions to adopt smart teaching in higher education institutions in UAE. Specifically, the present study used four configurations (e.g., demographics, personality traits, external variables, and attitude and social influence) to explore causal models resulting in high/low intentions to adopt smart teaching (INT). The present study used a mixed method to examine the factors affecting educators' intentions to adopt smart teaching. The configurational model was developed based on the complexity theory and fuzzy set Qualitative Comparative Analysis (fsQCA) is used to test it. The findings addressed the heterogeneity problem in driving INT by demonstrating the negative or positive role of INT indicators. The results of the fsQCA proposed four recipes for achieving high INT.