In recent years, artificial intelligence has become a key component of the transformation of educational systems. However, its acceptance and utilization in educational environments, especially in less-privileged areas, still faces numerous challenges. The aim of this study is to investigate the factors affecting the lack of use of artificial intelligence in educational activities by teachers in Ziaabad region, which was conducted with an emphasis on gender and education components and using a quantitative approach and survey method, based on the Technology Acceptance Model (TAM). The statistical population included all teachers in schools in Ziaabad region, 386 people, who were surveyed using a census method. The data collection tool was the standard questionnaire of the Davis Model (1989) including the components of perceived usefulness, perceived ease of use, attitude towards technology, and behavioral tendency. The validity and reliability of the tool were confirmed using expert opinions and Cronbach's alpha coefficient (0.89). Data were analyzed using t-test, analysis of variance, and multivariate regression. The results showed that there was a significant relationship between individual variables (gender, level of education), environmental variables (internet access), and TAM model components with the level of acceptance and use of AI. Also, the components of perceived usefulness and ease of use were predictive of teachers' attitudes, and attitudes significantly predicted behavioral tendencies. The findings indicate that the acceptance of AI in education requires simultaneous attention to technological, cultural, and organizational factors. Based on the results, suggestions were made for developing infrastructure, training teachers, and improving institutional support in underserved areas.