الفهرس 
Research FrameworkOnly 14 pages are availabe for public view
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Abstract
Today, students have access to handled technologies that are more powerful and better connected than conventional desktop computers. from notebook computers to wireless phones and mobile devices, the massive infusion of computing devices and rapidly improved internet capabilities have the power to alter the nature of higher education.
Digital transformation has been used in almost all higher education institutions all over the world. In Egypt however, Covid-19 pandemic promoted digital transformation of higher education, introducing what is known as mobile learning. Hence, it’s essential to understand and highlight the crucial elements that have an impact on students’ acceptance of mobile learning.
Therefore, the current research aims to investigate mobile learning potential acceptance in higher education in Egypt through extending the knowledge of the Unified Theory of Acceptance and Use of Technology (UTAUT). The direct impact of four main constructs, including performance expectancy, effort expectancy, social influence, and facilitating conditions, determine the anticipated likelihood of adopting the technology.
The research is divided into five chapters: chapter one provides the research framework. The chapter started with an introduction and discussion of the exploratory study. Following that, the research problem, questions, objectives, hypothesis, and the conceptual framework of the research were presented. Furthermore, this introductory chapter outlined the research methodology, as well as the academic and practical importance of the study.
Chapter two began by introducing the history of smartphones evolution and the massive change in the number of mobile phone subscribers in Egypt. The chapter also covered Egypt’s adoption and usage of the internet. Starting with the motivations for using the internet, then moving on to the affordability of internet connections, the ownership of devices, and the most suitable device for accessing the internet. As it got closer to the thesis’ central idea, the chapter made a distinction between mobile learning and electronic learning. The development, significance, applications, and perception of mobile learning were then demonstrated. The chapter also addressed elements affecting online student engagement and satisfaction as well as student satisfaction and engagement in online learning. To conclude, the chapter outlined the difficulties in implementing mobile learning generally as well as in Egypt.
The stages of technology adoption as well as numerous theories of technology acceptance were covered in chapter three. The Unified Theory of Acceptance and Use of Technology, which serves as the foundation for the thesis, was the chapter’s main topic, in addition to hypothesis development.
And hence, chapter four laid out the best methodology to evaluate the specific relationships that were discussed in the literature review.
In the last chapter, the results of each research hypothesis were thoroughly discussed and compared to the relevant literature. Also, a number of theoretical and managerial implications were examined in light of the research findings that were provided. In the end, recommendations and directions for future research were given together with the identified limitations of the current research.