The integration of artificial intelligence (AI) into education in the United Arab Emirates (UAE) is moving rapidly as it becomes increasingly mandatory, yet schools often lack the proper expertise and resources to achieve successful implementation. AI integration is not just about having access to AI large language models and supplying schools with the right machines; it is also about ensuring the right preparation before introducing the tools and connectivity. Existing research has primarily focused on technological capabilities or individual attitudes, offering limited insight into how human, organizational, and well-being factors jointly shape institutional readiness. This study examines the determinants of AI adoption readiness in K–12 education using quantitative survey data collected from 602 teachers across public and private schools in the United Arab Emirates. The study builds on the technology–organization–environment framework and behavioral perception theory to test the influence of multiple factors on perceived usefulness. Professional development availability, school encouragement, access to AI tools, work–life balance, teaching experience, and institutional readiness in schools were examined. The findings of this study suggest that cultural readiness is as important as technical readiness. In addition, it underscores the primacy of perception, leadership support, and infrastructure alignment in shaping the transformation. This study presents an empirically tested explanatory framework that may inform policymakers and school leaders seeking to conduct AI transformation. It also offers practical implications for designing professional development, leadership strategy, and implementation models to support sustainable AI integration.

With the deep integration of mobile technology and higher education, interactive mobile teaching tools have gradually occupied an important position in teaching activities in colleges and universities. However, university teachers, as core users of new teaching technologies, still face many obstacles in their willingness to use mobile teaching tools. Based on the technology acceptance model (TAM), combined with the results of data collection through questionnaires, this study uses structural equation modeling (SEM) to explore university teachers’ intention to apply (IU), interactive mobile teaching tools and the barrier factors they encounter. The study findings show that perceived ease of use (PEOU) affects perceived usefulness; PEOU affects attitude towards use; perceived usefulness (PU), affects IU; technical barriers (TB) and management barriers (MB) affect PU, TB affect PEOU, and IU depends on previous mobile teaching experience (TE). The conclusions of this study suggest that colleges and universities should improve the adoption rate and the depth of teaching integration of interactive teaching tools among university teachers by optimizing the school management and support system, promoting the adaptation of tool design to teaching needs, building an experience transfer and community support network, and carrying out phased pilots and effect iterations.