Digital competencies, AI use, and informal digital learning as predictors of teacher effectiveness in Islamic schools in Kot Addu, Pakistan

Muhammad Kashif  Majeed; Tunku  Badariah Binti Ahmad; Desfa Yusmaliana

doi:10.12928/fundadikdas.v9i2.16174

Authors

Muhammad Kashif Majeed Department of Education, International Islamic University, Malaysia
Tunku Badariah Binti Ahmad Department of Education, International Islamic University, Malaysia
Desfa Yusmaliana Universitas Muhammadiyah Bangka Belitung

DOI:

https://doi.org/10.12928/fundadikdas.v9i2.16174

Keywords:

Digital competencies, AI usage, Digital informal learning, Teachers effectiveness, Islamic schools, Kot Addu, Pakistan

Abstract

Digital technologies are reshaping teaching, yet research has mostly examined digital competencies, artificial intelligence (AI) use, and informal digital learning separately, rarely testing them together in a single model. Islamic schools are also largely absent from this literature, and empirical evidence on AI use in Islamic education remains scarce. This study addresses these gaps by examining how digital competencies, AI use, and informal digital learning predict teacher effectiveness (lesson delivery, student engagement, and classroom management) in Islamic secondary schools in Kot Addu, Pakistan. The three predictors were selected because competencies provide the foundation for technology use, AI offers new instructional support, and informal learning sustains professional development where formal training is limited. A quantitative cross-sectional design was used with a purposive sample of 450 teachers from Islamic secondary schools [state gender split, mean age, and mean teaching experience]. Data were collected through structured questionnaires and analyzed using structural equation modeling. All three predictors had significant positive effects on teacher effectiveness: digital competencies (β = __, p < .01), AI use (β = __, p < .01), and informal digital learning (β = , p < .01), with digital competencies showing the strongest effect. Limited infrastructure and low digital literacy were identified as barriers to adoption. The findings support integrated training that combines digital skills, guided AI use, and informal learning opportunities, and they offer evidence for policymakers in Islamic education.

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