The current study aimed to determine the level of pedagogical beliefs (constructivist and transmissive), acceptance of artificial intelligence, and its dimensions. As well as study the relationships between pedagogical beliefs and acceptance of artificial intelligence. Finally, to understand and explain the influence of pedagogical beliefs on acceptance of artificial intelligence. The sample consisted of 592 male and female students in the third and fourth levels at the Faculty of Education, Zagazig University, including 74 male students and 518 female students (M = 21.09 years, SD = 0.79). The pedagogical Beliefs Scale (prepared by Choi et al., 2023, translated and Arabized by the researcher) and the Artificial Intelligence Acceptance Scale (prepared by the researcher) were applied. The results showed a high level of constructivist beliefs, an average level of transmissive beliefs, and a high level of artificial intelligence and its dimensions. These were ranked as follows: perceived usefulness, then behavioral intention, followed by self-efficacy of artificial intelligence, and finally, perceived ease of use. It was also found that student teachers were more oriented toward constructivist beliefs than transmissive beliefs. Also, teachers with constructivist beliefs are more likely to accept AI educational tools than teachers with transmissive orientations. Finally, constructivist pedagogical beliefs had a significant effect on behavioral intention to use AI, mediated by perceived usefulness, perceived ease of use, and AI self-efficacy. There was also a statistically significant positive indirect effect of transmissive pedagogical beliefs on behavioral intention to use AI, mediated by perceived usefulness and perceived ease of use. However, the path of AI self-efficacy was not statistically significant.