The present study investigates Moroccan and Chinese university students’ attitudes and satisfaction with the use of Intelligent Tutoring Systems for academic education. To achieve the required results, a questionnaire was adapted using TAM framework (Technology Acceptance Model) and administered to N = 180 university students of both the Higher School of Teachers of Meknes, Morocco (n = 90), and Changchun Normal University of Changchun, China (n = 90). For accessibility purposes, the same questionnaire was created using two different platforms: JotForm platform accessible in Morocco and Wenjuanxing platform available in China. Respondents’ attitudes towards ITSs were measured based on the two main original TAM model constructs: PU (Perceived usefulness) and PEU (Perceived Ease of Use). A last construct aimed to compare students’ satisfaction with the use of ITSs in education. Data was analyzed using Python code executed on Google Colab and SPSS 25 in which Mann Whitney U test for independent groups and non-normally distributed data was conducted. To strengthen our results, validity test using Spearman’s rank correlation coefficient ρ for non-parametric correlations suitable for ordinal data was conducted and indicated strong correlational results. Reliability results using Cronbach’s Alpha revealed excellent internal consistency. Our findings revealed overall positive perceptions with similarities alongside some disparities between Moroccan and Chinese students’ attitudes. Our study has also shown that students of both countries are satisfied with ITSs’ support in their academic education with minorities from both countries reporting their overall unsatisfaction. The study spotlights limitations and identifies recommendations for future studies in the field of educational technology and ITSs.