The primary focus of the study is to investigate the maximum potential of mobile technology to achieve sustainable access to quality higher education by identifying the main determinants of mobile learning technology acceptance. The study proposes a theoretical model by applying the extended unified theory of technology acceptance (UTAUT) and examining the combined effect of quality factors (information quality and user interface) and psychological experience on students’ performance expectancy and effort expectancy, and ultimately on satisfaction levels and behavioral intention. An online survey was administered to 372 higher education students in the UAE, and structural equation modeling was used to analyze the data. The study’s main findings revealed that the study model had strong explanatory power for behavioral intention variance, signifying the powerful combined impact of quality, UTAUT, and psychological factors on students’ satisfaction and behavioral intention. Particularly, (1) satisfaction had a significant positive and robust impact on behavioral intention, (2) satisfaction was significantly and positively influenced by performance expectancy and perceived enjoyment; (3) effort expectancy and performance expectancy were significantly influenced by perceived enjoyment, and (4) performance expectancy had positive associations with information quality, and (5) user interface has a significant positive impact on effort expectancy. Given that mobile technology has been incorporated into higher education for two years now, identifying the determinants that are still significant for accepting innovative technologies will help sustain the future of higher education and provide insightful practical, and theoretical recommendations applicable to university stakeholders, developers, and scholars worldwide.