This study explores the feasibility of integrating IoT-connected devices in Afghanistan's classrooms, focusing on technological infrastructure, institutional support, and pedagogical implications. A mixed-methods approach was used, collecting data from 120 participants across various educational backgrounds. The research aimed to assess the readiness of educational institutions, evaluate the impact of IoT on teaching and learning, and identify challenges in implementation. The findings indicate a moderate level of consensus among participants regarding the current technological infrastructure and institutional capabilities. Technical expertise perception and preparedness for IoT integration were found to be significant factors influencing perceptions. The study highlights the potential of IoT to enhance teacher-student interactions and improve academic outcomes. However, challenges such as connectivity issues, compatibility concerns, and resource constraints were identified. The research proposes guidelines for successful IoT implementation, emphasizing the importance of institutional support, professional development, and strategic planning. The study contributes to the discourse on IoT in education by providing actionable insights for policymakers and educators in Afghanistan. It underscores the need for targeted strategies to address the unique challenges in the Afghan educational context and to optimize the integration of IoT technologies for improved teaching and learning experiences. The findings suggest that with appropriate support and resources, IoT can play a transformative role in enhancing the educational landscape in Afghanistan.This study explores the feasibility of integrating IoT-connected devices in Afghanistan's classrooms, focusing on technological infrastructure, institutional support, and pedagogical implications. A mixed-methods approach was used, collecting data from 120 participants across various educational backgrounds. The research aimed to assess the readiness of educational institutions, evaluate the impact of IoT on teaching and learning, and identify challenges in implementation. The findings indicate a moderate level of consensus among participants regarding the current technological infrastructure and institutional capabilities. Technical expertise perception and preparedness for IoT integration were found to be significant factors influencing perceptions. The study highlights the potential of IoT to enhance teacher-student interactions and improve academic outcomes. However, challenges such as connectivity issues, compatibility concerns, and resource constraints were identified. The research proposes guidelines for successful IoT implementation, emphasizing the importance of institutional support, professional development, and strategic planning. The study contributes to the discourse on IoT in education by providing actionable insights for policymakers and educators in Afghanistan. It underscores the need for targeted strategies to address the unique challenges in the Afghan educational context and to optimize the integration of IoT technologies for improved teaching and learning experiences. The findings suggest that with appropriate support and resources, IoT can play a transformative role in enhancing the educational landscape in Afghanistan.