This study examines the factors influencing science teachers' intentions to adopt humanoid robots in educational settings. It employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) and the Technology-Organization-Environment (TOE) framework as guiding theoretical models. By integrating UTAUT-2, which emphasizes individual factors, and TOE, which addresses organizational and environmental influences, the study constructs a comprehensive model that explores both personal and contextual drivers of adoption. Utilizing structural equation modeling on a sample of 1,150 pre-service and in-service science teachers, the study reveals that the integrated model demonstrates superior predictive power compared to each framework individually. Results highlight the moderating role of professional experience in the adoption process, with significant differences identified between pre-service and in-service teachers. The findings reveal significant differences between pre-service and in-service teachers, illustrating the moderating role of professional experience in the adoption process. This study provides a deeper understanding of how motivational, organizational, and environmental factors interact to influence adoption intentions. These insights provide practical guidance for developing targeted training programs, promoting institutional readiness through well-crafted policy initiatives, and implementing pilot projects to support schools in the effective integration of humanoid robots into educational curricula. These findings provide actionable insights for educational policymakers and practitioners aiming to enhance teaching quality and student engagement through innovative technologies.