It's so hard to judge at 2.5 because the characteristic ADHD behaviour is caused by lagging development in the areas of things like impulse control and emotional regulation. It's delayed by roughly a third, so at 2.5 that's about 10 months, and there's so much variation in normal development at this age that 10 months wouldn't necessarily stand out as unusual.
Just to go through your examples:
Fussy eating is quite common at this age, def not a marker. Sensory issues around food might be, but being fussy is just really normal for age 2-3. Most children start to get more adventurous with food again around age 4-5.
A child of 2.5 normally lacks the impulse control to stop their own behaviour. Saying that they "know something is wrong" misunderstands their development at this age. They may well be able to parrot back to you that something is naughty, and/or have a particular "look" that you may interpret as cheeky/deliberately testing, this is normally just showing you that they expect the action is something that will invoke disapproval, it doesn't mean that they are doing it provocatively. In reality a 2 year old cannot inhibit their own behaviours unless the expected reaction is consistently frightening or painful and immediate (that's why smacking works, even on two year olds - but of course it has so many serious downsides that it is no longer recommended. I'm sure you wouldn't want to do this anyway.)
If he wants to throw things he is probably in a trajectory schema - look up Montessori schemas. It's a way of understanding children's play in terms of how it helps them discover and learn about their environment. Replacing the item with one which can be thrown might not work if he's trying to find out how that item reacts when thrown and he already knows how the other one reacts. When you look up trajectory schema you will find lots of different activities suggested which support this schema. You will also have to keep supervising, remove items which could cause an issue when thrown, distract/redirect and reminding all the time because, again, at 2 impulse control is very underdeveloped.
Aggression/biting/tantrums are not out of the ordinary at age 2, and children vary in how they express this. Some simply are more physical than others. DS2 used to bang his head on the floor at this age whereas DS3 (20mo) will stomp off to be by himself and roar at people and push you away. DS1 (now a teenager, has ADHD) rarely tantrumed at all at 2.5! If he is mainly aggressive towards you, it might be because he feels safe with you and does not feel as safe with other people, or it might be because other people are more confident and clear with stopping that behaviour. Time out and making him say sorry are fine but they probably won't stop the behaviour, that's normal. It will take time for him to learn what is and isn't acceptable.
He sounds like he needs some support with transitions - the getting coat/shoes/etc on and settling into nursery. It might be that he has very intense emotions, which might also be triggering the very physical tantrums. Nursery might be able to offer support/advice with this.
It's common for them to prefer to play with older children at this age - they are in the process of transitioning from parallel play (beside other children) to collaborative play, and other 2 year olds aren't as good at collaborative play as older children are. Repeating phrases is a normal part of speech development, it's called echolalia. It's only considered a concern if this persists past 3yo. It's one of the ways that young children learn speech and grammar rules.
Lining up cars and trucks is very common play in 2 year olds. Again only considered a sign of autism if it persists past the age other children are doing it. It's part of positioning schema (the Montessori schemas again). Likewise very strong, singular interests/obsessions is very common. A lot of boys get very into vehicles; cars, trains, buses, bin lorries, tractors, trucks and diggers seem to be the common themes.
Again very common for 2 year olds not to really understand ownership/sharing. They see it, they want it. All a process. Good that he's making progress here.
The last 3 could be that he is quite sensory seeking - but could equally just be normal toddler exuberance!
Most people find that the behaviour you've described gets easier around age 4, that's when they tend to develop more impulse control and more sophisticated language processing. In the meantime it can help to reduce expectations here, maybe think more in terms of controlling the environment rather than expecting him to obey verbal commands or internalise rules to inhibit future behaviour. Rather than telling him to do/stop doing something and then waiting to see how he responds, try physically redirecting him while you say what you want, so when he goes to throw food, offer him a spare plate "If you don't like it, put it here." If you don't want him to touch something, move him away as you say "We're playing over here". (And ideally, at least at home, block forbidden items from easy reach). If he goes to throw something, try to block his arm. "No throwing. That's hard, it can hurt." Where possible, try to stick to a positive instruction (e.g. instead of "dont run" try "walk next to me") or incentivise an incompatible behaviour (e.g. instead of "don't throw the train" try "My train is driving over the hill, can you drive with me?")