Abstract
Mobile learning and its influence on improving learning outcomes are among the recent trends in education. This study investigates the factors impacting teachers' intentions to use (and their usage of) the 'I Read Arabic' (IRA) digital platform for teaching literacy. By utilising the unified theory of acceptance and use of technology (UTAUT2) model, seven factors were explored in terms of their predictions of behavioural intention and actual use of the IRA digital platform. A determined sample size of 285 Arabic teachers teaching grades K-6 in Saudi Arabia participated in this study. A mixed-method approach, using a survey questionnaire and semi-structured interviews, was conducted to collect data. Structural equation modelling and thematic analysis were used to analyse the data. The quantitative results indicated that hedonic motivation, habit, effort expectancy, performance expectancy, and price value were significant predictors of teachers' behavioural intention to use the IRA digital platform for teaching literacy. Teachers' usage of the IRA digital platform was shown to be significantly influenced by behavioural intention and facilitating conditions. The qualitative results yielded two main themes: the advantages and challenges of using the IRA digital platform. Several useful implications are suggested for teachers, school leaders, and education policy makers to sustain digital learning in Saudi Arabia's post-pandemic educational system.