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From Chalkboards to Smart Classrooms: Faculty Perceptions of loT Integration in Jordanian Universities.

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Title: From Chalkboards to Smart Classrooms: Faculty Perceptions of loT Integration in Jordanian Universities.
Authors: Jraiban, Tahani Abu1, Sawalha, Yousef, Alukool, Ghada Mohammad Suleiman2, Alsaraereh, Raed Salem3, Alkhabayba, Rawan4 3249@zuj.edu.jo
Source: Electronic Journal of e-Learning. 2026, Vol. 24 Issue 2, p82-93. 12p.
Subject Terms: *College teacher attitudes, *Universities & colleges, *Higher education, *Digital transformation, *College teachers, *Digital learning, Internet of things, Technology Acceptance Model
Geographic Terms: Middle East
Abstract: Digital transformation in higher education has increased interest in faculty adoption of emerging technologies such as the Internet of Things (IoT). This study investigates faculty perceptions of IoT integration in Jordanian private universities, with particular attention to gender and academic rank. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study examines how key acceptance constructs shape IoT adoption in teaching. A quantitative, descriptive survey design was employed using a validated 21-item questionnaire administered to 350 full-time faculty members at Al-Zaytoonah University of Jordan. The instrument demonstrated strong reliability (Cronbach's α = 0.91) and sound construct validity confirmed through confirmatory factor analysis (CFI = 0.95, RMSEA = 0.06). Results indicated a high overall level of acceptance of IoT applications in teaching (M = 4.12, SD = 0.88). No statistically significant differences were found by gender, while small but statistically significant differences emerged by academic rank, with assistant and associate professors reporting more positive perceptions than full professors (η² = 0.024). The findings suggest that IoT acceptance is broadly shared among faculty, with academic rank functioning as a modest, context-dependent moderator. The study contributes empirical evidence on IoT-enabled e-learning practices in Middle Eastern private higher education and highlights the need for targeted professional development and institutional support strategies. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Digital transformation in higher education has increased interest in faculty adoption of emerging technologies such as the Internet of Things (IoT). This study investigates faculty perceptions of IoT integration in Jordanian private universities, with particular attention to gender and academic rank. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study examines how key acceptance constructs shape IoT adoption in teaching. A quantitative, descriptive survey design was employed using a validated 21-item questionnaire administered to 350 full-time faculty members at Al-Zaytoonah University of Jordan. The instrument demonstrated strong reliability (Cronbach's α = 0.91) and sound construct validity confirmed through confirmatory factor analysis (CFI = 0.95, RMSEA = 0.06). Results indicated a high overall level of acceptance of IoT applications in teaching (M = 4.12, SD = 0.88). No statistically significant differences were found by gender, while small but statistically significant differences emerged by academic rank, with assistant and associate professors reporting more positive perceptions than full professors (η² = 0.024). The findings suggest that IoT acceptance is broadly shared among faculty, with academic rank functioning as a modest, context-dependent moderator. The study contributes empirical evidence on IoT-enabled e-learning practices in Middle Eastern private higher education and highlights the need for targeted professional development and institutional support strategies. [ABSTRACT FROM AUTHOR]
ISSN:14794403
DOI:10.34190/ejel.24.2.4503