Advancements in artificial intelligence (AI) have stimulated the development of educational AI tools (EAIT). EAITs intelligently assist teachers in formulating better pedagogical decisions or actions for their students. However, teachers are hardly integrating EAITs, and little is known about their perceptions of EAITs. This study seeks to identify human factors that encourage or restrict teachers’ acceptance of EAITs. We propose a revised technology acceptance model incorporating teachers’ pedagogical beliefs and perceived trust in EAITs. Survey data were collected from 215 teachers in South Korea and analyzed using structural equation modeling. The results indicate that teachers with constructivist beliefs are more likely to integrate EAITs than teachers with transmissive orientations. Furthermore, perceived usefulness, perceived ease of use, and perceived trust in EAITs are determinants to be considered when explaining teachers’ acceptance of EAITs. Among them, the most influential determinant of predicting their acceptance was found to be how easily the EAIT is constructed. Significant implications for researchers and stakeholders regarding the development and integration of EAITs are discussed.

Intelligent Personal Assistants (IPAs) are becoming more prevalent in daily and educational contexts, increasing the possibility of using them as learning partners that can provide more personalized and learner-centric learning opportunities. However, research has primarily focused on educational advantages that IPAs may provide, overlooking investigation on students’ acceptance of IPAs. To address this gap, this study empirically explored factors influencing students’ intention to use IPAs for learning. A conceptual research model was designed based on the technology acceptance model. Data were collected from 1044 South Korean students, who were experienced in using IPAs. Results were analyzed using structural equation modeling. The findings indicate that the proposed model sufficiently explains students’ IPAs acceptance for their learning. In addition, students’ computer self-efficacy and self-management of learning ability were prominent factors influencing their intention. Moreover, their trust toward IPA and feeling of social presence on IPAs were found to be significant factors to be considered as well. Based on these findings, future recommendations for fostering students’ active use of IPAs for learning are discussed. Additionally, both theoretical and practical implications are highlighted.