Abstract

This study applies the Technology Acceptance Model to investigate secondary school teachers' acceptance of AI-driven adaptive learning tools in Uzbekistan and Central Asia. The research examines key determinants of teacher acceptance, including perceived usefulness, ease of use, institutional support, and prior technology experience. Survey data collected from teachers across multiple schools is analyzed to identify barriers and facilitators of AI tool adoption. The findings offer practical insights for educational policymakers and technology developers seeking to promote effective integration of adaptive learning systems in Central Asian secondary education.