The aim of the present study was to explore the factors influencing primary and secondary education teachers’ intention to use Big Data (BD) in their teaching practice. To this end, a quantitative research design was employed, utilizing a structured questionnaire grounded in the theoretical framework of the Technology Acceptance Model (TAM). Analysis of the responses from 750 educators indicated a generally neutral stance and intention toward the integration of BD into their instructional practices. Similarly, their perceptions regarding the perceived usefulness, ease of use, as well as concerns related to data security and privacy, were also characterized by neutrality. Moreover, the findings revealed a strong interest among teachers in receiving professional development and training on Big Data, with the goal of enhancing their ability to utilize such technologies effectively in the educational context. This study constitutes one of the first empirical investigations into the acceptance of Big Data by educators in Greece. Its findings offer valuable insights for both researchers in the field of educational technology and policymakers involved in shaping the integration of emerging technologies within the Greek educational system.