<![CDATA[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.]]>
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