Educational Robotics (ER) has demonstrated significant benefits for student learning, yet less is known about how teachers perceive ER and how these perceptions influence its integration into curricula. This study explores the role of Teacher Digital Competence (TDC) and self-efficacy in shaping pre-service preschool teachers’ acceptance and intention to use ER. The study involved 170 participants enrolled in ER training programs and employed an exploratory, quantitative design an adapted version of the Technology Acceptance Model (TAM). Structural Equation Modeling (SEM) was used to validate the proposed model. Goodness-of-fit indices indicate an acceptable model fit, with Chi-Square (𝝌2/df < 3), Comparative Fit Index (CFI > 0.90), and Root Mean Square Error of Approximation (RMSEA < 0.08). Findings reveal that TDC significantly impacts pre-service teachers’ perceptions of ER’s ease of use and their self-efficacy, which in turn enhance their intention to use ER in educational settings. These results underscore the importance of TDC and self-efficacy in ER acceptance and highlight the need for tailored training programs. Such programs should focus on strengthening TDC and building confidence in ER use to ensure effective integration into teaching practices. This study provides valuable insights into the factors influencing pre-service teachers’ acceptance of ER and contributes to the design of evidence-based training initiatives. By addressing these factors, teacher education programs can better prepare educators to incorporate ER into their professional practice, fostering innovative and technology-enhanced learning environments in preschool education.