Abstract
This qualitative, phenomenological study investigates how semantics affect undergraduate students' and teachers' acceptance of innovative teaching practices. The research included ten teachers and fifty students from universities in Libya and Oman. Surveys and interviews were used to gather information on participants' perceptions of semantics and how they relate to innovations in education. According to research, adopting innovations requires clear and precise language, but unclear semantics may make acceptance more difficult. To overcome semantic hurdles, the study emphasizes the significance of cultural awareness and good communication techniques. Theoretical implications imply that semantics may affect how new teaching techniques are perceived and applied. Among the practical implications is the requirement for instructors to dispel myths and speak clearly. Future studies should examine the long-term impacts of semantics on innovation adoption using a varied participant sample.
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