Recently, the education sector has received increased interest in terms of the adoption of Internet of things (IoT) services for learning activities. However, despite this interest, empirical studies on the adoption of IoT services in the smart classroom are limited. Thus, the present study examines students' intention to use IoT services in the smart classroom. Towards this end, an integrated model based on the technology acceptance model (TAM), technology readiness index (TRI), and external factors (enjoyment, compatibility, and self-efficacy) is proposed. A quantitative research design was therefore used to determine the factors that affect students' intention to use IoT services in the smart classroom, using a sample of 230 participants. The findings showed that compatibility, discomfort, enjoyment, and self-efficacy had a significant influence on both perceived ease of use (PEoU) and perceived usefulness (PU). Furthermore, innovativeness had a significant effect on PEoU, and insecurity had a significant impact on PU. The results also revealed that PU had a significant influence on the students' behavioural intention to use. These findings extend the understanding of students' intention to use IoT services in the smart classroom. This study could be beneficial to researchers, educators, and IoT developers. However, it also presents a number of limitations, such as a lack of qualitative methods and the small number of theories applied.