Teachers’ acceptance of AI-powered applications in teaching and learning mathematics and sciences

The integration of artificial intelligence (AI) in education has accelerated globally, yet limited attention has been given to teachers’ acceptance of AI-powered applications, particularly in developing-country secondary school contexts. This study examines Mathematics and Science secondary school teachers in Rwanda, focusing on their acceptance of AI-powered applications and the contextual factors shaping adoption. A convergent mixed-methods design was employed, involving a survey of 120 teachers and qualitative interviews with 18 participants. Quantitative results showed that teachers reported high perceived usefulness (M = 4.69) and moderately high ease of use (M = 4.12), with perceived usefulness emerging as the strongest predictor of acceptance (β = 0.609, p < 0.001). Technology self-efficacy, social influence, and administrative support further facilitated adoption, while workload concerns and infrastructural limitations negatively affected use. Qualitative findings reinforced these trends, revealing that AI applications enhanced instructional planning, supported inquiry-based learning, and increased participation among shy or low-performing students. However, teachers expressed concerns about internet instability, insufficient training, and the potential erosion of professional judgment in assessment. Therefore, the study demonstrates that while teachers view AI as a valuable tool for improving instructional efficiency and student learning, meaningful adoption requires reliable infrastructure, structured professional development, and clear policy guidance. The findings contribute to extending UTAUT in low-resource settings and offer practical insights for policymakers, school leaders, and developers seeking to promote context-appropriate AI integration in education.