This study presents a teacher-centered evaluation of an AI-powered reading comprehension tool, developed to support learners with language-based difficulties. Drawing on the Social Acceptance of Technology (SAT) framework, we investigate not only technical usability but also the pedagogical, ethical, and contextual dimensions of AI integration in classrooms. We explore how teachers perceive the platform’s alignment with inclusive pedagogies, instructional workflows, and professional values through a mixed-methods approach, including questionnaires and focus groups with educators. Findings a shift from initial curiosity to critical, practice-informed reflection, with trust, transparency, and adaptability emerging as central concerns. The study contributes a replicable evaluation framework and highlights the importance of engaging teachers as co-designers in the development of educational technologies.

Keyword Extraction (KE) is essential in Natural Language Processing (NLP) for identifying key terms that represent the main themes of a text, and it is vital for applications such as information retrieval, text summarisation, and document classification. Despite the development of various KE methods — including statistical approaches and advanced deep learning models — evaluating their effectiveness remains challenging. Current evaluation metrics focus on keyword quality, balance, and overlap with annotations from authors and professional indexers, but neglect real-world information retrieval needs. This paper introduces a novel evaluation method designed to overcome this limitation by using real query data from Google Trends and can be used with both supervised and unsupervised KE approaches. We applied this method to three popular KE approaches (YAKE, RAKE and KeyBERT) and found that KeyBERT was the most effective in capturing users’ top queries, with RAKE also showing surprisingly good performance. The code is open-access and publicly available.