The objective of this study is to compare the levels of acceptance of occupational technology among police officers and middle school teachers in the Eastern Anatolia region of Turkey. Analyses based on the UTAUT2 model evaluated the impact of demographic variables, including gender, occupation, age, and tenure, on technology acceptance processes. The study demonstrated that police officers exhibited markedly higher technology acceptance levels than teachers. This finding demonstrates the proclivity of both groups to adopt technology in their professional practices and the discrepancies in the utilisation of these technologies. The findings of the study demonstrate that demographic factors and occupational roles exert a considerable influence on technology acceptance, with these effects being shaped by a range of mediating variables, including perceptions of social interaction and organisational support. In particular, it is emphasized that habits and enabling conditions are important determinants of technology acceptance. By providing a comprehensive framework for understanding technology acceptance processes in educational and legal practice, the study establishes a foundation for future research to examine these processes in depth among different professional groups, especially in developing countries. The results emphasize the necessity for more comprehensive professional technology acceptance strategies and highlight the influence of various demographic and contextual factors on this process.