Recent advancements in intelligent technologies have the potential to enhance the dynamism and relevance of resource recommendation and provision services. Despite this, the adoption of intelligent resource recommendation services (IRRS) among K-12 teachers remains limited, hindering the effective application and evolution of these services. This study aims to address this gap through a two-stage mixed-methods approach. In the first stage, in-depth interviews were conducted with 20 K-12 teachers to identify the key factors influencing their adoption of IRRS. In the second stage, a Likert-type questionnaire was developed based on the interview findings and administered to 384 K-12 teachers to assess their evaluations of existing IRRS. The results reveal that teachers’ evaluations of IRRS were based on four key criteria: the functionality of the services, the quality of the content, the professionalism of the presentation, and the personalization of technical services. Despite recognizing the potential of IRRS, the majority of teachers expressed dissatisfaction with the current quality of services and resources, highlighting several areas for improvement in the design and implementation of IRRS in real-world teaching contexts.