Abstract
The technological spread has brought business schools in Arab countries into the m-learning age. Teachers represent one of the most important pillars of the ubiquitous learning implementation. This research aims to examine educators' intention of m-learning adoption based on the TAM, dispositional resistance to change (RTC), and perceived playfulness. One hundred seventy-nine educators from business schools in Tunisia and Saudi Arabia answered the survey. Results revealed that playfulness is the most predictor of the educators' intention adoption of m-learning in both cultures. Cluster analysis has revealed three different profiles of educators in business schools: opposing, averse, and pioneers.