The push for education digitization has positioned AI-based adaptive learning technology as a strategic innovation. However, the adoption of this technology faces significant challenges related to teacher readiness and perceptions. This study aims to analyze the factors that influence teachers' intentions in West Sumatra to adopt adaptive learning technology, using the Extended Technology Acceptance Model (TAM) framework. This study employs a quantitative approach with a correlational survey design. Data will be collected through a Likert scale questionnaire to measure the variables of Perceived Usefulness, Perceived Ease of Use, Social Influence, Digital Self-Efficacy, and Adoption Intentions among a sample of high school/vocational school teachers. Data analysis will use Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The analysis results indicate that social influence has a positive relationship and plays a significant role in technology adoption intentions, while perceived usefulness and perceived benefits do not have a significant impact. Additionally, digital self-efficacy does not moderate the relationship between these variables and the intention to adopt technology. These findings indicate that social support from the school environment is a key factor in motivating teachers to use technology, while factors related to perception and digital self-efficacy require further attention. The implications of this research emphasize the importance of strengthening social support and enhancing teachers' digital competencies through training and supportive policies.

Keywords Perceived Usefulness; Perceived Ease of Use, Social Influence; Digital Self-Efficacy; Adoption Intentions