Abstract
The current study investigates teachers’ perceptions and acceptance of Artificial Emotional Intelligence (AEI) in teacher education. It particularly focuses on the role of demographic and professional patterns, drawing on data from a sample of 1.100 educators collected across Kazakhstan. The study employed a quantitative research design, including descriptive statistics, reliability analysis, group comparisons, and multiple regression analysis. The study results demonstrate a generally high level of AEI acceptance among teachers (M = 4.37), particularly regarding its potential to enhance emotional assessment and support in professional development. The AEI scale itself revealed a strong internal consistency (Cronbach’s α = 0.923), confirming the reliability of the measurement. However, comparatively lower levels of trust in AI-generated results suggest a gap between positive attitudes and full confidence in the technology. The findings suggest that teachers’ attitudes toward AEI are generally consistent across participating groups. In turn, it challenges traditional assumptions about the extent to which demographic attributes may influence technology adoption in education. In addition, the observed gap between acceptance and trust shows the need to address ethical issues. The current study contributes to research in an emerging field of AI in education by emphasizing the role of contextual and trust-related factors in shaping perceptions of emotionally intelligent technologies.