<![CDATA[This study addresses the problem of the low and uneven empowerment of female teachers in utilizing digital competencies and integrating AI in Islamic schools in Southern Pakistan. Limited access, pedagogical readiness, institutional support, and gender disparities potentially hinder teaching effectiveness and learning quality. The study aims to analyze the effects of digital competence, AI usage, and informal digital learning on the teaching effectiveness of female teachers, as well as the relationship between digital competence and AI use in Islamic secondary schools in Southern Pakistan. Employing a quantitative design, the study surveyed 450 female teachers from Islamic secondary schools in Southern Pakistan. Data were collected through structured questionnaires and analyzed using descriptive statistics, validity and reliability tests, and multiple linear regression to examine the effects of digital competence, AI, and informal digital learning on teaching effectiveness. The findings conclude that the empowerment effectiveness of female teachers is more strongly influenced by basic digital competence and informal digital learning than by AI adoption. Regional differences highlight the role of institutional context and social support. Digital competence has a direct impact, informal learning acts as a reinforcing factor, while AI remains insignificant due to limited pedagogical integration and insufficient policy support. This study contributes by emphasizing the importance of foundational digital competence and informal learning as key pillars of female teacher empowerment, while critically questioning assumptions about the automatic effectiveness of AI in Islamic education contexts.]]>
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