Our study aims to identify how performance expectancy, effort expectancy, social influence, and facilitating conditions of the integrated technology acceptance model affect innovative teaching behavior with ICT in Edutech-based beauty education. We also wish to investigate the moderating effects of teacher innovativeness in this process. We conducted our study from February 7 to April 11, 2025 among educators (academy instructors, teachers, and professors) nationwide who have experience using Edutech in beauty education. We analyzed data from 313 valid responses using the SPSS WIN 25.0 statistical package program. Analytical methods included frequency analysis, factor analysis, reliability analysis, regression analysis, and moderated regression analysis. Our study results demonstrated that the higher the effort expectancy, facilitating conditions, and performance expectancy of the subfactors of the Unified Theory of Acceptance and Use of Technology (UTAUT) in beauty education, the higher the innovative teaching behavior with ICT. In addition, it was found that innovativeness of teachers moderated the relationship between effort expectancy and innovative teaching behavior with ICT, which was influenced by the subfactors of the UTAUT. Our findings suggest that teachers need to be able to learn and use new technologies with ease to actively incorporate Edutech into their lessons. Teachers need to also apply new teaching strategies to course materials and engage in behavior that promotes student creativity and interaction. Therefore, it is pivotal that they firmly believe that digital technology-based instruction helps improve learning outcomes and to possess a strong willingness to quickly adopt Edutech. The results of our study are expected to serve as useful baseline data for teachers of beauty education to establish Edutech in the field of beauty education.