Science, Technology, and Mathematics (STM) education in Nigeria faces numerous challenges, including declining student performance, reduced enrolment rates, and limited integration of technology into teaching practices. Nevertheless, former investigations have proven the effectiveness of mobile learning (m-learning) in mitigating the difficulties encountered in STM education. Notwithstanding the paybacks accrue to m-learning STM teaching space, its espousal and implementations are still lower than the projected rates. The reception of m-learning is a function of the disposition of its handlers. While many studies focused on students’ reception of m-learning, very few studies have examined STM teachers’ reception of m-learning with little or no studies conducted in Nigeria. With the Technology Acceptance Model, this study examined the determinants of STM teachers’ behavioural intention (BI) to use m-learning. 280 participants were selected through purposive sampling technique from.....

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