Abstract
Mobile-learning (M-learning) apps have grown in popularity and demand in recent years and have become a typical occurrence in modern educational systems, particularly with the deployment of M-learning initiatives. The key objective of this study was to reveal the key factors that impact university students' behavioural intention and actual use of mobile learning in their education. The technology acceptance model (TAM) is used in this study to investigate the impacts of several factors found in the literature on students' adoption of M-learning systems in higher education. The data was gathered from 176 university students who completed a paper questionnaire. The data was analyzed using the SEM technique. The findings revealed that perceived mobile value (PMV), academic relevance (AR), and self-management of M-learning (SML) are the primary drivers of students' acceptance of M-learning and, as a result, the success of M-learning projects' implementation. The findings of this study give crucial information on how higher education institutions may improve students' acceptance of M-learning in order to promote students' attitudes toward M-learning (ATT) it and their behavioural intentions (BIM) to use it in the teaching and learning process. These findings have significant implications for the acceptance and use of M-learning.