The integration of digital technologies into education has transformed teaching, learning, assessment, and institutional management. However, the successful implementation of educational technologies depends largely on educators’ willingness to adopt and effectively utilize these innovations. Technology acceptance among educators has become a critical factor influencing digital transformation initiatives in educational institutions worldwide. This study investigates the factors influencing technology acceptance among educators, drawing upon the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and contemporary digital transformation frameworks. A mixed-method research design involving 750 educators from schools, colleges, and universities was employed. Quantitative surveys and qualitative interviews were used to assess educators’ perceptions of usefulness, ease of use, technological competence, institutional support, and behavioral intentions toward educational technologies. Findings reveal that perceived usefulness, digital self-efficacy, institutional support, and professional development significantly influence technology acceptance. Conversely, technological anxiety, inadequate infrastructure, and resistance to change remain substantial barriers. The study proposes a comprehensive framework for enhancing technology acceptance and provides practical recommendations for educational leaders and policymakers.