Over the last few decades, there has been growing interest in artificial intelligence (AI) and how to apply it effectively in the educational process. The behavioural intention and attitudes of teachers play an important role in this regard. The technology acceptance model (TAM) has been shown to be effective in predicting factors that may positively or negatively influence behavioural intentions to use technology. The current study therefore aims to use this model to reveal teachers’ perceptions of the factors that influence the use of AI applications in science education. This research uses the descriptive method where a 6-dimensional scale is designed based on the components of the TAM model and then applied to a sample of 83 science teachers in Abu Dhabi. The results show a high acceptability of the use of AI in the classroom by science teachers, with positive correlations to self-efficacy, ease of use, expected benefits, attitudes, and behavioural intentions. However, anxiety and stress do not significantly affect other factors. Regarding the predictive power of research models, the combined factors expected benefits, ease of use, and attitude toward AI applications can predict 71.4% of future behavioural changes related to the use of AI applications in science teaching. This study finds no statistically significant differences in teacher responses based on the variables gender, teaching experience, and qualifications regarding teachers’ behavioural intentions to actually use AI in science teaching.
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