The mediating role of IoT readiness between technological, environmental readiness and IoT adoption in (LHEIs)

The effective implementation of ICT and advanced systems like IoT is essential to modernising educational processes and resource management. Higher education system in Libya faces many challenges and barriers such as the lack of clarity on how different readiness factors influence the adoption of IoT in LHEIs complicates the prioritisation of initiatives and resource allocation. Therefore, this study seeks to address this gap by examining the technological and environmental determinants that influence the readiness of Libyan higher education institutions to adopt IoT technology. It also aims to identify the mediating role of IoT readiness between technological, environmental readiness and attitude toward IoT adoption in LHEIs among LHEIs. This study utilized a quantitative method for collecting and analyzing the data. Besides, a questionnaire was used to collect the data from the sample of the study (409) faculty members and academic professionals in University of Benghazi (UOB) and University of Tripoli (UOT) in Libya and data collected via random sampling method. The Smart-PLS4 technique was used to conduct the statistical analysis of the collected data. The study’ findings showed that technological and environmental readiness were statistically positively influence on IoT adoption and IoT readiness in (LHEIs). Furthermore, IoT readiness was a partial mediating effect between technological, environmental readiness and IoT adoption in LHEIs. Moreover, the findings indicated the need to test technological and environmental factors that may provide a better explanation of IoT readiness and IoT adoption by the higher education universities sector of developing countries in general and Libya in particular. The study is also expected to be significant to stakeholders like decision-makers and educators attempting to shed light on technological factors (ICT infrastructure, data governance, security & privacy, compatibility) and environmental factors (government support, government regulation, competitive pressure) and its impact on their IoT adoption through IoT readiness in LHEIs as a mediating effect. In addition, the study is significant because of its implication for the overall productivity of Libyan universities which integrate digital technologies into their teaching and be knowledgeable about the accelerated development in various fields of knowledge. This will increase the opportunities for educators to adopt IoT and enhance educational experience for a new generation of learners known as digital natives in LHEIs.