While many small and medium enterprises (SMEs)recognize the benefits of Big Data Analytics (BDA) for digital transformation, they face challenges in implementing this technology, highlighting the need for more research on its adoption by SMEs. The objective of this study is to amalgamate the Technology Organization Environment (TOE) framework with the Diffusion of Innovation (DOI) theory, aiming to dissect the factors that sway BDA adoption in Jordanian SMEs. Additionally, the study delves into how perceived usefulness impacts this adoption process. Utilizing structural equation modeling, the study examined data from 388 managers in Jordan. The study validates all its hypotheses, revealing that variables like relative advantage, compatibility, complexity, top management support, competitive pressure, and security influence perceived usefulness, which subsequently has a positive impact on BDA adoption. This research presents a range of theoretical and practical insights.

The growing significance of Artificial Intelligence (AI) across different fields highlights the essential role of user acceptance, as the success of this technology largely depends on its adoption and practical use by individuals. This research aims to examine how perceived cybersecurity, novelty value, and perceived trust affect students' willingness to accept AI in educational settings. The study's theoretical basis is the AI Device Use Acceptance (AIDUA) model. Using structural equation modeling, the study tested hypothesized relationships using data from 526 students at Jordanian universities. The results showed that social influence is positively associated with performance expectancy, while perceived cybersecurity is positively related to both performance and effort expectancy. Novelty value is positively associated with performance expectancy but a negative one with effort expectancy. Additionally, effort and performance expectancy significantly influence perceived trust and the willingness to accept AI. Moreover, perceived trust has a notable positive effect on the willingness to accept AI in education. These findings provide valuable guidance for the creation and improvement of AI-driven educational systems in universities, contributing to the broader understanding of AI technology acceptance in the educational field.