<![CDATA[The digital divide and limited teacher readiness in rural areas remain major challenges in developing 21st-century teaching competencies. This study aims to examine the effects of Artificial Intelligence (AI) usage and digital informal learning on the functional teaching skills of Islamic school teachers in rural Southern Pakistan. A quantitative approach was employed using a survey design involving 450 Islamic secondary school teachers in the Kot Addu district. Data were collected through structured questionnaires and analyzed using descriptive statistics and multiple regression analysis. The findings reveal that AI usage has a significant positive effect on teachers’ functional skills, including communication, problem-solving, and instructional management. In contrast, digital informal learning does not show a statistically significant direct effect on functional skills. These results suggest that informal digital learning alone is insufficient to enhance teacher competencies without structured support and guided training. Regional and gender disparities in technology adoption were also identified, indicating the influence of contextual factors. This study contributes to the literature by providing empirical evidence from an under-researched Islamic education context and highlights the importance of structured AI-based professional development in improving teacher competencies in resource-constrained environments.]]>
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