Abstract
PurposeThe primary objective of this study is to examine how students' technological factors affect remote access (RA) in smart learning (SL) environments. Additionally, the paper explores the moderating effect of students' technical skills (TS) on RA and SL.Design/methodology/approachThe study applied a quantitative research approach and collected 125 valid questionnaires from students in Oman's higher education institutions (HEIs). A structural equation model (SEM) was employed for data analysis using the Smart PLS 4 version to examine the influence of technological factors on RA in SL environments.FindingsIt was found that the use of cloud-based RA in SL is influenced by students' use of technology, technology competitiveness and the availability of institutional software (IS). Moreover, students' TS were found to play a crucial role in moderating RA and SL, as well as technical knowledge (TK) and SL. These findings highlight the importance of technical competencies and software availability in shaping students' RA experiences.Research limitations/implicationsThe study's findings should be interpreted with caution due to the limited sample size, which may restrict the generalizability of the results.Practical implicationsThe study suggests the technological learning capabilities of HEIs, which significantly improved by prioritizing critical technical factors, including knowledge and use of technology, availability of institutional software and RA antecedents in SL environments.Originality/valueThis paper offers practical and actionable directions for HEIs, universities, colleges and educators looking to incorporate technology into their practices in the dynamic and ever-evolving Fourth Industrial Era.
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