The present study was conducted with the aim of identifying and prioritizing the antecedent and consequential factors of implementing smart children technology in Persian language teaching. In this study, the respondents included 19 specialists and experts in the field of educational technology in Lorestan province education, as well as university professors with a PhD in educational management and a research background in the field of educational technology. The frequency and percentage of the frequency of demographic characteristics of gender, marital status, age, and level of education were reported. Based on the content analysis method 12 main categories were identified that indicate the antecedent and consequent factors of implementing smart children's technology in Persian lesson teaching. In order to prioritize the antecedent and consequent factors of implementing smart children's technology in Persian lesson teaching, the defuzzified average of experts' opinions was used as the criterion for prioritizing the factors in the second stage, and the results showed that the components of "smart teacher form", "smart case", "smart children's form", and "improving children's digital intelligence" are in the first to fourth priorities of the antecedent factors of implementing smart children's technology in Persian lesson teaching, respectively.