IntroductionThe integration of artificial intelligence (AI) into education is generating growing interest, particularly due to its potential to support inclusive pedagogical practices. This is especially relevant for addressing the needs of students with attention deficit hyperactivity disorder (ADHD). The success of such integration largely depends on the acceptability of AI tools by educators, especially those still in initial training. This study aims to identify the factors influencing the acceptability of AI among pre-service teachers in the specific context of teaching students with ADHD.MethodsGrounded in the Technology Acceptance Model 2 (TAM 2), the study adopts a mixed-methods approach. Quantitative data were collected via structured questionnaires, and qualitative insights were obtained through semi-structured interviews with pre-service teachers in Morocco.ResultsFindings reveal that perceived usefulness is the most influential predictor of AI acceptability, followed by perceived ease of use, voluntariness, and subjective norms. Participants emphasized the potential of AI to enhance pedagogical efficiency and support differentiated instruction. Institutional support and
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