Smart classrooms which are facilitated by advanced technology have become a digital learning platform for all university students. Despite their significance in higher education, the number of students adopting the current technology has remained significantly low; thus, universities have to find new solutions to convince their students to quickly adopt smart classrooms. In response to this issue, this study aims to analyze students’ intention to adopt smart classrooms by examining the associated sections between resource availability (technology readiness), technological advantages (perceived usefulness and ease of use), user attitudes (trust and perceived value), and user decisions (adoption intention). 630 students from different universities in Thailand were approached and asked for their consent to fill in the questionnaires with an approximate time of 10–15 min. Researchers applied the SEM technique to analyze the data. Results revealed that technology readiness positively affected ease of use in smart classrooms. Meanwhile, technology readiness and ease of use positively influenced students’ perceived usefulness. In addition, perceived usefulness and ease of use had positive associations with perceived value. After that, only perceived value and usefulness were the key determinants of student trust. Finally, perceived value and trust showed significant impacts on students’ intention to adopt smart classrooms. To fasten smart classroom adoption in higher education, universities should have technological resources available for advancing and upgrading their teaching facilities so that students can see more technological advantages assisting their studies and have more positive attitudes toward the new technology which can strongly convince students’ decision to immediate adopt the smart classrooms.