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All Journal Jurnal Penelitian Agama International Journal of Religious and Interdisciplinary Studies
Ahmad, Tunku Badariah
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Religion Humanities Social Sciences

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The Role of Digital Competencies, AI, and Informal Learning in Enhancing Functional Skills: A Study of Islamic School Teachers in Southern Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah
International Journal of Religious and Interdisciplinary Studies Vol 2 No 1 (2025): March
Publisher : RaSAIL Media Group, Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64529/j2dmwz89

Abstract

This study examines the interplay between digital competencies, AI usage, and digital informal learning in enhancing functional skills among Islamic secondary school teachers in Southern Pakistan, a context underexplored in existing literature. Despite the global emphasis on technology-driven education, little is known about how these factors collectively influence teacher development in resource-constrained, culturally specific settings like Islamic schools in Muzaffargarh. Using a quantitative approach, data were collected via Google Forms from 450 teachers and analyzed with SPSS (v22) to address two research questions: (1) the impact of digital competencies on functional skills acquisition, moderated by AI tools, and (2) the role of AI-based informal learning in teaching effectiveness and skill development. Results revealed that while digital competencies alone did not significantly improve functional skills (p=0.067), AI tools demonstrated a strong moderating effect (p=0.000), enhancing teachers' ability to leverage digital resources. Additionally, AI-powered informal learning platforms positively influenced teaching adaptability and skill progression. The study contributes to theory by highlighting AI's pivotal role as a bridge between digital literacy and functional skills in non-Western educational contexts. Practically, it underscores the need for targeted teacher training programs integrating AI tools and digital informal learning alongside infrastructure investments. These findings offer policymakers and educators a framework to design contextually relevant professional development initiatives, addressing gaps in Pakistan's Islamic education system while informing similar global contexts undergoing digital transition.
The Role of Chatgpt and Generative Artificial Intelligence in Shaping the Future of Islamic Teacher's Effectiveness in Southern Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah
Jurnal Penelitian Agama Vol. 26 No. 2 (2025)
Publisher : LPPM UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jpa.v26i2.2025.pp153-177

Abstract

A Generative Artificial Intelligence (AI) technology like ChatGPT is becoming an effective asset in changing how people worldwide study in the new age of the fast-paced technological revolution. Nevertheless, its translation to pedagogy in rural and religious settings is poorly investigated. This paper examines the use of ChatGPT and generative AI to improve teacher effectiveness in secondary schools in the region of Southern Pakistan and on gender-based analyses. Even though the concept of AI-based education has become an item of interest to the entire world, there is a significant research gap in the application of AI in the classroom, the preparedness of the instructional staff, and gender disparities in under-resourced education settings in, such as Kot Addu. This will be determined by research that seeks to (1) establish the level of ChatGPT and AI adoption among teachers in Islamic secondary schools, (2) how generative AI is affecting teacher effectiveness, lesson planning, and student interaction, and (3) the differences in the perceptions and application of these tools by male or female teachers. A structured questionnaire was further used in a quantitative method of research administered to a group of 440 Islamic secondary school teachers in the Kot Addu District. The analysis of the data was performed using the SPSS 2021, where descriptive statistics, t-test, and correlation analysis were used. The most significant results demonstrate average rates of AI integration, which positively impact instructional innovation and teacher-student interaction. It's interesting to note that there were gender differences, with male teachers using the generative AI tools more actively and with a little more confidence than their female counterparts. In order to empower all educators, the research article highlights the necessity of inclusive digital policies and targeted training activities. These findings have practical ramifications for education executives and policymakers who wish to bridge the digital divide in the context of Islamic education in southern Pakistan.
Co-Authors Majeed, Muhammad Kashif