Challenges and Success Factors in Educational Technology Adoption in the United Arab Emirates: A Mixed-Methods Study of EdTech Firms

Abstract

Educational Technology (EdTech) has rapidly emerged as a pivotal element in modern education, particularly accelerated by the COVID-19 pandemic and national digital transformation agendas. In the United Arab Emirates (UAE), government initiatives and a thriving tech ecosystem have led to the establishment of over 150 EdTech companies, yet challenges of scalability, differentiation, and sustainable adoption persist (Dutt, 2024). This doctoral study examines the factors influencing the adoption and implementation of EdTech solutions in the UAE. The research employed a mixedmethods approach, combining a quantitative survey across UAE educational institutions, and qualitative interviews with UAE-based EdTech firms. The Technology Acceptance
Model (TAM) and related adoption frameworks provided the theoretical lens for examining how perceived usefulness, ease of use, and external factors shape EdTech acceptance).
Quantitative results indicated high awareness but moderate usage of EdTech tools in practice: ~68% of educator respondents reported using EdTech regularly, while others cited barriers such as limited training (70%), infrastructural gaps (60%), and resistance to change (55%). Statistical analysis showed that perceived usefulness (β = 0.58, p < 0.001) is the strongest predictor of educators’ intent to adopt EdTech. Qualitative findings revealed five emergent themes: (1) Training & Literacy: EdTech firm leaders observed many teachers lack digital pedagogical training (2) Alignment with Curriculum: Successful adoption requires aligning EdTech solutions with local curriculum standards and Arabic content needs; (3) Leadership & Policy: School leadership commitment and government policies significantly drive adoption (4) Cultural Attitudes: Cultural receptiveness and a growth mindset among educators and students facilitate adoption (5) Value Demonstration: Tangible improvements in learning outcomes to convince
stakeholders, reflecting perceived usefulness as a key motivator.
By integrating quantitative and qualitative insights, this study provides a holistic understanding of EdTech adoption in the UAE. The discussion highlights that perceived pedagogical value, ease of integration, and strong stakeholder support are vital. This dissertation concludes with strategic recommendations to stakeholders and suggestions, such as longitudinal studies on EdTech impacts on student performance and comparative studies across GCC countries.
Keywords: Educational Technology, EdTech Adoption, UAE Education, Technology
Acceptance Model, Mixed-Methods, Teacher Training, Digital Learning, Innovation in Education, TAM, UTAUT, Cultural Influence, Infrastructure, Stakeholder Engagement.