Purpose: This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push-pull-mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion. Design/methodology/approach: The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires. Findings: (1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers' switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention. Originality/value: This study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.