<![CDATA[The use of artificial intelligence (AI) in education provides opportunities for teachers to develop learning activities more effectively. However, using AI requires more than the ability to operate digital applications. Teachers also need to be able to select appropriate sources, check the information generated, and adapt AI outputs to their instructional needs. This community service activity aimed to strengthen the digital competence of mathematics teachers through training in NotebookLM-based learning design. The activity was conducted using a participatory and practice-based approach involving six mathematics teachers from several schools in Sidenreng Rappang Regency, Indonesia. The program consisted of preparation, training and mentoring, and evaluation. Participants were introduced to the use of NotebookLM for processing learning resources, exploring information, asking questions, and developing ideas for mathematics lesson design. During the practice sessions, teachers were also guided to review and adapt AI-generated outputs according to learning objectives, content accuracy, and students’ characteristics. The evaluation results indicated a very positive response, with an overall mean score of 3.71 out of 4.00, equivalent to 92.75% of the maximum score. The highest scores were found for increased knowledge and skills and overall participant satisfaction, both reaching 3.79. These results suggest that practice-based training accompanied by mentoring can help mathematics teachers use NotebookLM more critically and meaningfully in designing mathematics learning. Keywords: teacher digital competence; artificial intelligence; NotebookLM; mathematics learning; teacher training]]>
Copyrights © 2026
