Abstract · Eqbal Radwan5 · This study is aimed at investigating teachers’ perspectives on the use of EAITs in educa tion. This study uses a mixed-method cross-sectional design, including a quantitative study and a qualitative study, targeting Palestinian teachers in the academic year 2022–2023. In the quantitative section, we recruited a convenience sample of 264 teachers from schools from November 20, 2022, to June 30, 2023. We gathered data by using an online, well structured, and self-administered survey with 35 items. The survey tool was composed of seven sections: (A) demographic information, (B) constructivist pedagogical beliefs (CPB), (C) transmissive pedagogical beliefs (TPB), (D) perceived trust (PT), (E) perceived usefulness (PU), (F) perceived ease of use (PEU), and (G) behavioral intention (BI). In the qualitative section, 15 teachers were interviewed in focus group discussions by two trained researchers. Descriptive statistics and an inductive content analysis approach were used to analyze quantitative and qualitative data, respectively. The results showed that the median value of the total CPB scores was very high (4.40, IQR = 4.2–4.8) and TPB was low (2.40, IQR = 2.00–3.05). In addition, the median value of the total PT (3.50, IQR = 3.00–4.00), PU (4.00, IQR = 3.75–4.5), PEU (3.50, IQR = 3.00–4.00), and BI (4.00, IQR = 3.67–4.33) scores was high. Males had a significantly higher median score of PT when compared to females (4.00 versus 3.50, respectively; p = 0.033). Teachers aged 22–30 were the highest in the median score of PT as compared to their other counterparts (3.75; p = 0.037). Also, teachers who employ technology in education and those who attend courses related to AI in education had a significantly higher median score of PT, PU, PEU, and BI than teach ers who did not employ various technologies in education. Also, teachers who work in private schools had the highest median score of PEU as compared to their counterparts (4.00; p = 0.014). Teachers who have scientific backgrounds had a significantly higher median score of BI than teachers who have art backgrounds (4.00 versus 3.99, respectively; p = 0.009). More detailed research is needed on the impact of employing EAITs on school students and teachers in education