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The study aims to validate a mobile learning readiness scale through the technology readiness and acceptance model (TRAM), thereby assessing students' readiness to adopt m-learning in teaching and learning, including its acceptance.

A structured questionnaire was administered to open and distance learning (ODL) students in Odisha, India, to assess their readiness and acceptance of m-learning. 665 valid responses were collected, and collected data was analysed using statistical packages for social sciences (SPSS) and SmartPLS.

The findings of the study reveal that optimism contributes positively to perceived ease of use (PEOU) and perceived usefulness (PU) of m-learning (β = 7.921, p < 0.001; β = 2.123, p < 0.05), whereas innovativeness positively contributes to PEOU of m-learning (β = 2.227, p < 0.05), but not PU of m-learning. ODL student's optimism improves his/her PEOU and PU of m-learning, but innovativeness improves only his/her PEOU. Further, the impact of innovativeness is higher than that of optimism in the TRAM and innovativeness is the strong predictor to adopt m-learning. It also shows that the PU of m-learning positively influences behavioural intention to use m-learning (β = 4.757, p < 0.001). Integrating technology readiness (TR) with technology acceptance model (TAM) to predict students' acceptance of m-learning is very useful.

The paper will help decision-makers to adopt and use m-learning in higher educational institutions.

This paper is the first to explore the readiness and acceptance of m-learning in higher education in India.

This study aims to investigate how online teaching of faculty members is affected by technological readiness (TR) of using online teaching platforms. The study sheds light on how many faculty members were ready to use different online platforms during COVID-19 period.

This study used TR measures to determine the impact of optimism regarding the perceived usefulness and ease of usage, impact of innovativeness in terms of perceived usability and ease of use, the influence of discomfort on perceived usefulness and ease of usage, the effect of uncertainty on perceived usefulness and ease of use and the influence of perceived usefulness and ease of use on behavior. An online questionnaire survey was conducted among 255 faculty members of different private universities of Bangladesh. The sample was chosen based on a convenience method. The responses were analyzed using partial least square (PLS) approach with the help of software Smart PLS 3.

The finding supported all of the hypotheses except that discomfort and insecurity have a positive relationship with ease of use and usefulness.

The study will help faculty members in developing their competency in using technologies in their pedagogy. Also, this study will provide some guidelines to the university management in developing adequate technological infrastructure to aid teaching.

The aim of the study was to investigate the faculty members' readiness level with respect to online teaching. The technology assessment model (TAM) was used to determine the readiness index. The study intended to validate the hypotheses regarding the extent to which the faculty members perceived that TAM factors affect Ease of Use and Usefulness of online teaching. Also, this research analyzed the perception of faculty members that Ease of Using online teaching affects its Usefulness. Lastly, the study examined how their perception of Ease of Use and Usefulness affect Intention to Use online as a mode of teaching. It was found from the study that each of the TAM factors, Optimism, Innovativeness, Insecurity and Discomfort has positive and significant contribution on the Ease of Use. On the other hand, Optimism, Innovativeness, Insecurity and Discomfort have positive and significant contributions on the Usefulness. The study also revealed that Ease of Use has positive and significant contribution on the Usefulness. Lastly, it was found that Ease of Use and Usefulness have positive and significant contribution on the Intention to use. Teaching remotely is still a novel concept, and it is more difficult for people who have not done it before. Many teachers became burned out as a result of trying to adjust to new teaching methods, especially after the lockdown began. They were having a difficult time since there was so much ambiguity. When a teacher is well-versed in communication tools, it can improve learning efficiency. When they are properly trained, deploying engaging features of virtual learning, such as audio-visual lessons, quizzes, and so on, becomes simple, and students become eager to learn more. Teachers can plan their classes, prepare and master technology and create innovative and stimulating discussion topics (Mishra et al., 2020). They need to utilize a variety of technological options. They can rehearse virtual classroom management with colleagues if they face any difficulty. All of the aforementioned abilities can be honed with the assistance of an integrated academic system. Teachers can be trained by educational institutions to ensure a smooth learning process through the use of ICT (information and communication technologies) (Scherer et al., 2021; Mishra et al., 2020). The training will assist teachers in efficiently taking online classes. Institutions should ensure that teachers are well-suited to teach online and are skilled at keeping students engaged during remote learning. To make every chapter engaging, aspects such as videos, slides, images and digital copies of books and workbooks can be used. This allows students to receive personalized support and counseling in order to maintain their motivation (Sahu et al., 2022; Lapitan et al., 2021). Every other day, group doubt resolution classes ensure that there are no gaps in learning (Lapitan et al., 2021). All teachers require is a digital mindset, the appropriate tools and a committed approach (Sahu et al., 2022). If teachers can hold their students' attention, they can easily deliver an effective learning experience (Lapitan et al., 2021).

This study was conducted to identify technological preparedness of faculty members of private universities in Bangladesh during COVID-19 period. Some studies were there to assess such kind of preparedness but none of those used TAM and technology readiness model either in isolation or in combination. Also, this paper focused on teachers' readiness in contrast to students' readiness specific to private universities.

Customer value perception of Internet of Things (IoT)-based services has not been studied in the context of a company’s readiness to adopt IoT technology. The purpose of this paper is to address this gap by indicating a research framing that combines insights from the IoT business model literature and customer perception of the value of such models and their drivers.

The interplay between a company’s IoT readiness and its perception of the value of IoT services is tested using a sample of 90 Eastern European business customers in a competitive business field. The conceptual framework described also examines relationships among constructs that refer to relationship quality. This study evaluates its quantitative sample using partial least squares path modeling.

Customers’ perceived value of IoT business models strongly relates to their digitalization capabilities and their own company’s innovativeness. When referring to disruptive technical offerings, existing trustful and satisfactory relationships cannot enhance the customer’s value perception.

The sample of Eastern European buyers is not representative of the majority of manufacturing companies. A randomized sample using other sources such as large industry databases could be useful. In addition, a replication of the study in other countries would allow for a cross-border validation of this study’s results.

This study suggests a detailed process that is based on a careful preselection of test customers working for innovative companies. A marketing communication approach must state clearly the benefits the buyers get in return for their sacrifice of sharing data.

Technology readiness refers to the user’s propensity to embrace and use new technologies. The results indicate that IoT readiness influences the successful launch of IoT-related business models. For managers, this study proposes a process to implement IoT-related business models.

This study identifies key facets leading to consumers' Internet of Things (IoT) adoption intention.

Applying four technology acceptance theories (theory of planned behavior, technology acceptance model, pleasure-arousal-dominance theory and technology readiness index), the author uses deductive quantitative research to develop a model, explaining IoT adoption intentions. Administrated questionnaires are distributed in Egypt among generation-Z and millennials in malls. A total of 400 questionnaires are used for hypotheses testing, applying structural equation modeling (SEM) path coefficient analysis.

Results of this study show that attitude, dominance, perceived usefulness, innovativeness and insecurity impact consumers' IoT adoption intentions; subjective norms, perceived behavior control, pleasure, arousal, perceived ease, optimism and discomfort hold insignificant impact on consumers' IoT adoption intentions.

Exploring IoT facets and how these facets impact consumers' adoption intentions, this study helps grasp technology acceptance in theory and practice, guiding scholar and practitioners (e.g. IoT developers, retailers, marketers and other field experts) to consider consumers' mindset when developing, improving and marketing IoT.

The contribution stems from the incorporation of various frameworks used to explain technology acceptance. By studying several theories jointly, the research extracts and identifies a significant set of facets (technical and psychological) to build a comprehensive theory of IoT acceptance, showing consumers' IoT adoption is not entirely similar to adoption of other past innovations. This understanding allows marketers to focus on content that needs to be promoted to boost consumers' IoT purchase plans. Future researchers could replicate the results to IoT categories (e.g. home appliances, cars, healthcare, education, sportswear, etc.) to improve external validity of the findings, among other future research opportunities.

This study investigates the determinants of digital census for population and housing census (PHC) program through the lens of performance expectancy, technology readiness, self-efficacy and hedonic motivation for the upliftment of a national data collection exercise and development of human resource management.

A quantitative and qualitative research method was used to survey enumerators' responses from the PHC exercise during the COVID-19 period in Ghana. Based on the four determinants, a conceptual framework was developed consisting of eight proposed hypotheses tested through a structural equation model.

The findings of the study indicate that technological readiness, self-efficacy and hedonic motivation significantly influence behavioural intention to adopt digital technologies for PHC training and data collection. Importantly, the authors identified four key themes relating to digital technologies in PHC – personal enablers, general enablers, inherent affordances (inherent possibilities by the user in relation to what the technology offers in context) and personal inhibitors.

For research, this work systematizes antecedents from diverse research streams and validates their relative impact on government digital transformation for accurate data, thus providing a cohesive theoretical explanation of digital technologies in PHC. Due to the study's infancy in a developing country context, the findings provide a preliminary foundation and constructive insight for a digitalization plan conducive to people’s personality and technological readiness.

The purpose of this paper is to provide an alternative framework that will assist in understanding the adoption of digital food shopping. The coronavirus disease 2019 (COVID-19) pandemic has exacerbated the demand for digital shopping, but the adoption of digital shopping for food has not accelerated as fast as in other product categories. This study considered the role of socio-cultural factors to understand the reason for slow adoption of digital technology to access food. A cultural framework that can be used to investigate socio-cultural factors in this context was lacking, however, this paper provides a discussion of social and cultural factors and developed measurement scales to assist in understanding cultural change acceptance in consumers' adoption of digital technology to purchase food.

Using Hayes' process analysis, this paper investigated how cultural acceptance – mediated by consumer affection and appeal and measuring the moderated effects of digital trust (DT) – determined the eventual impact on consumer intention to adopt digital food retailing. This paper also considered moderated mediation with parallel mediations (consumer affection and appeal, digital convenience (DC) and consumer digital readiness) interacting with DT and consumer learning.

The authors found that cultural acceptance of digital technology (CADT) is an antecedent to the adoption of digital shopping for food, but this is also mediated by consumers' appeal and affection for digital technology and consumers' digital readiness.

This study also indicates that DT influences consumer appeal and affection (CAA), especially amongst female consumers.

The paper represents an empirical investigation of a new conceptual framework that considers socio-cultural factors to understand consumers' use of digital technology in food shopping which has been an existing knowledge gap in current literature.

The purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.

Therefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients and t-tests.

It was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.

Like every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.

The implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.

Even though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

The main factor that leads organizations to implement Building Information Modeling (BIM) is customer demand. While this is a frequent topic in the BIM literature, few studies address BIM organizational readiness. Due to this gap in BIM implementation literature, this paper aims to understand what affects organizational BIM readiness and how the BIM readiness process occurs.

The present paper adopts design science research as a methodological approach. A literature review examined 69 journal articles. The analysis focused on multiple theories, such as organizational readiness for change, adoption and diffusion of innovations and project management.

By investigating BIM organizational readiness, this study presents a construct and a conceptual model for driving BIM readiness.

This study can benefit researchers and organizations. The results presented may drive further research and discussions on the topic. But it is important to state that these results must be tested on real situations.

The purpose of this paper is to develop and validate a scale for measuring perceived bureaucratic readiness for smart city initiatives.

The present study employs a mixed method approach to achieve its research objectives. An exploratory study, consisting of literature review and qualitative interviews with key informants, was conducted to develop an initial instrument for measuring bureaucratic readiness. An online survey of 40 civil servants involved in smart city programmes in the Yogyakarta City government was then administered to test the instrument’s validity and reliability.

Perceived bureaucratic readiness can be measured through four dimensions: commitment of the upper echelons, legal support, information technology resources and governance.

The proposed scale provides an alternative instrument for measuring perceived bureaucratic readiness for smart city initiatives. However, as data were only derived from one city government, they are relatively small in scope. Future research can be conducted for generalisation by replicating this study in other cities, thereby measuring its effectiveness in other contexts and settings.

This study not only provides a better understanding of bureaucratic readiness for smart city initiatives, but also proposes an assessment tool as a practical means of assessing bureaucratic readiness. The quantification of readiness is beneficial to putting smart city programmes into practice, as it allows smart city managers to assess the internal bureaucracy’s level of readiness. It also allows managers to mitigate and further policy agendas and thereby improve the bureaucracy’s support for smart city programmes.

Literature sometimes underestimates the role of bureaucracy in smart city implementation while overly stressing stakeholders, vendors and technology. This paper attempts to contribute to smart city research by reaching beyond the technological perspective and focusing on local government bureaucracy. None of the extant literature provides a scale for measuring bureaucratic readiness. The study thus proposes a systematic way to develop a means of measuring perceived bureaucratic readiness for smart city programmes.

This study aims to understand and compare how the mechanism of innovative processes in the information technology (IT) industry – the most innovative industry worldwide – is shaped in Poland and the USA in terms of tacit knowledge awareness and sharing driven by a culture of knowledge and learning, composed of a learning climate and mistake acceptance.

Study samples were drawn from the IT industry in Poland (n = 350) and the USA (n = 370) and analyzed using the structural equation modeling method.

True learning derives from mistake acceptance. As a result of a risk-taking attitude and critical thinking, the IT industry in the USA is consistently innovation-oriented. Specifically, external innovations are highly correlated with internal innovations. Moreover, a knowledge culture supports a learning culture via a learning climate. A learning climate is an important facilitator for learning from mistakes.

This study revealed that a high level of mistake acceptance stimulates a risk-taking attitude that offers a high level of tacit knowledge awareness as a result of critical thinking, but critical thinking without readiness to take a risk is useless for tacit knowledge capturing.