With the rapid advancement of artificial intelligence (AI), its integration into education has become a cornerstone of teaching innovation. This study examined the relationship between middle school teachers’ Technological Pedagogical and Content Knowledge (TPACK) readiness and their acceptance of AI technology in Henan Province, China. Using a quantitative research design, data were collected from 351 middle school teachers through an online questionnaire incorporating the AI-TPACK and Unified Theory of Acceptance and Use of Technology (UTAUT) scales. Findings indicated high levels of TPACK readiness but only moderate levels of AI acceptance. Regression analysis identified AI-TPK as the strongest predictor of acceptance. Crucially, gender and teaching experience did not significantly moderate the relationship between readiness and acceptance. The study concludes that targeted professional development focusing on AI-integrated pedagogical knowledge is essential for successful AI adoption in middle school education.
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