Technology integration into education is a significant development that has facilitated using digital resources in teaching mathematical culture (TMC). Despite the potential benefits, there are currently limited reports on factors influencing teachers' use of these resources for instructional purposes. Therefore, this study aims to determine the influence of Technological Pedagogical Content Knowledge (TPACK) on teachers' behavioral intention and usage behavior towards digital resources in TMC. The study procedures were carried out based on the revised Unified Theory of Acceptance and Use of Technology (UTAUT-2) model. A quantitative analysis and an online survey were conducted with 418 mathematics teachers from three provinces in central and western China. The data obtained were then analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that (1) performance expectancy, social influence, hedonic motivation, and habit significantly influenced teachers' behavioral intention to use digital resources, and (2) behavioral intention as a mediator significantly promoted usage behavior with facilitating conditions, habit, and TPACK having similar effects. These results have managerial and practical implications for scholars, teachers, school principals, and policy-makers who advocate for integrating digital resources in educational contexts.