This study explores the relationship between task-technology fit, teaching innovativeness, and teacher readiness in the context of wearable technology. Using structural equation modelling, the research analyzes survey data from 346 physical education teachers in Kuwait. The findings reveal a strong correlation between task-technology fit, teaching innovativeness, and teacher readiness. Task and technology characteristics positively influence task-technology fit, while technology proficiency and attitudes towards co-creation positively influence teaching innovativeness. The study contributes to theory by suggesting that teacher readiness can be explained by both task-technology fit and teaching innovativeness. These findings have practical implications, advising education institutions to support teachers' digital skills and integrate fit considerations into technology selection. The study also highlights the importance of aligning digital technologies with teaching tasks, as this alignment facilitates connectivity, cooperation, and scalability in learning while requiring a repurposing of learning activities to meet new digital needs. In physical education, for example, the fit between technological needs for systems adaptation and physical activity recognition algorithms is crucial for maintaining physiological quality and promoting healthy habits. The study underscores the need for further research on the complementary roles of innovativeness and fit in teacher readiness for digital technology use.This study explores the relationship between task-technology fit, teaching innovativeness, and teacher readiness in the context of wearable technology. Using structural equation modelling, the research analyzes survey data from 346 physical education teachers in Kuwait. The findings reveal a strong correlation between task-technology fit, teaching innovativeness, and teacher readiness. Task and technology characteristics positively influence task-technology fit, while technology proficiency and attitudes towards co-creation positively influence teaching innovativeness. The study contributes to theory by suggesting that teacher readiness can be explained by both task-technology fit and teaching innovativeness. These findings have practical implications, advising education institutions to support teachers' digital skills and integrate fit considerations into technology selection. The study also highlights the importance of aligning digital technologies with teaching tasks, as this alignment facilitates connectivity, cooperation, and scalability in learning while requiring a repurposing of learning activities to meet new digital needs. In physical education, for example, the fit between technological needs for systems adaptation and physical activity recognition algorithms is crucial for maintaining physiological quality and promoting healthy habits. The study underscores the need for further research on the complementary roles of innovativeness and fit in teacher readiness for digital technology use.