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 — Mon, 15 Jun 2026 00:00:00 +0000

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.

Conceptual depth of number and algebra materials in elementary school mathematics: a comparison of Indonesian and Chinese curricula

Satrianawati Satrianawati, Wen Heng Fu, Fitri Indriani — Sun, 21 Jun 2026 00:00:00 +0000

This study presents a comparative content analysis examining the conceptual depth of Number and Algebra instruction in the primary school curricula of Indonesia and China for Grades 1 and 2. The primary objective is to analyze variations in how foundational concepts such as number introduction, basic operations, symbol awareness, patterns, and quantitative relationships are introduced to support pre-algebraic thinking. The findings reveal that the Chinese mathematics curriculum integrates pre-algebraic concepts earlier, more intensively, and at a higher level of abstraction than the Indonesian curriculum. China’s curriculum places strong emphasis on quantitative relationships and symbolic reasoning, providing a structured bridge from basic arithmetic to formal algebra. In contrast, the Indonesian curriculum focuses primarily on mastering simple numerical operations within prescribed limits. These findings highlight the need to strengthen the pre-algebraic framework within the Indonesian curriculum specifically by enhancing place-value comprehension, relational reasoning, and symbol awareness to better prepare students for higher-level mathematical challenges. The study recommends adopting systematic curriculum practices to reinforce students’ mathematical foundations from an early age.

Jurnal Fundadikdas (Fundamental Pendidikan Dasar)

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

Conceptual depth of number and algebra materials in elementary school mathematics: a comparison of Indonesian and Chinese curricula