Evaluation of a Programme to Enhance online Teachers’ Digital Competence: TPACK and Artificial Intelligence

The impact of the Industrial Revolution 4.0 era extends to all aspects of human life, including education. Professional teachers play a crucial role in fostering effective learning and improving student outcomes. It is expected that teachers not only possess technological proficiency but also integrate it seamlessly into their daily teaching practices. Therefore, it is important to analyse how teachers' digital competence can overcome the challenges of era 4.0, as well as the role of Technological Pedagogical Content Knowledge (TPACK) in improving their competence. This study employs a literature review to analyse teachers' digital competence in era 4.0 and the associated challenges, as well as to explain the role of TPACK in improving their digital competence. This study employs a literature review to analyse teachers' digital competence in era 4.0 and the associated challenges, as well as to explain the role of TPACK in improving their digital competence. The study's results demonstrate that teachers face several challenges in improving their digital competencies, including transforming learning models, developing digital competencies, understanding students' individual needs, and integrating learning using current technologies such as artificial intelligence (AI) and internet-based learning applications. In the 4.0 era, TPACK plays a crucial role in enhancing teachers' digital competencies. TPACK provides a holistic approach that integrates three main dimensions of knowledge.

The effective use of digital technology enables students to confidently navigate tasks in daily life, work, and academia. The growing prevalence of generative Artificial Intelligence (AI) tools underscores the urgent need for higher education institutions to enhance students’ digital competence. This systematic review was conducted using the PRISMA method, 42 articles were selected from Scopus and Web of Science from 2019 to 2023, aiming to provide an overview of research trends on university students’ digital competence. Through thematic analysis, this study revealed four key research themes: digital competence evaluation, relationship studies, comparative studies, and strategies for improvement. The onion framework of digital competence that emerged from this study effectively illustrates the progression from core to specialized competencies. The authors advocate that targeted intervention strategies are essential to effectively improving students’ digital competence. It is recommended that universities embed digital competence into educational philosophy, adopt interdisciplinary approaches, and incorporate it into curriculum design to comprehensively enhance students’ digital competence and support their career development.

In the current educational landscape, artificial intelligence (AI) is profoundly transforming teaching and learning processes, underscoring the necessity for students to develop specific digital competences related to AI in order to address the challenges and opportunities of this technological era. This study examines the increasing relevance of AI in education, with a particular focus on the digital competence of non-university students for its responsible and effective application, aligned with the European DigComp 2.2 framework. The primary aim was to validate the Digital Competence in Artificial Intelligence Questionnaire for Students (CompDigIA). To this end, an instrument was developed based on the five competence areas of DigComp, adapted to the context of AI, and administered to a representative sample of 480 students. The methodological approach involved both exploratory and confirmatory factor analyses using structural equation modeling, yielding satisfactory fit indices and robust internal consistency. The findings confirm the validity and reliability of the questionnaire for assessing digital competence in AI, while also identifying strengths and areas for improvement among students. The discussion highlights the study's contribution to addressing a gap in the literature by providing a comprehensive and specialized assessment tool for the non-university educational stage, and situates the results within the context of prior research on digital competence and AI. The study concludes that the instrument offers a solid foundation for future research and educational practice aimed at fostering AI-related digital competences, with recommendations for expanding its application and addressing ethical and pedagogical considerations associated with educational digitalization.

As artificial intelligence (AI) technologies rapidly integrate into higher education, they impose increasing demands on the teaching approaches and digital competence of physical education teachers. However, the relationship between physical education teachers’ behavioral intention to use AI and their digital competence remains underexplored. This study focuses on college physical education teachers and examines the relationship between their intention to use AI and their digital competence. Grounded in Social Cognitive Theory (SCT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study proposes a structural equation model incorporating behavioral intention, self-efficacy, social influence, and digital competence, with gender as a moderating variable. A questionnaire survey was conducted among 479 physical education teachers from ten universities in mainland China, and the model was tested using AMOS and SPSS. The results indicate that teachers’ behavioral intention to use AI is positively associated with their self-efficacy, perceived social influence, and digital competence, with both self-efficacy and social influence serving as significant mediators. Furthermore, self-efficacy is positively related to social influence, while gender does not exert a significant moderating effect on any of the proposed paths. This study contributes to the integrated application of SCT and UTAUT in the context of physical education in higher education and offers theoretical and practical implications for enhancing digital competence and promoting intelligent transformation among college physical education teachers.

Malaysia Education Blueprint (MEB, 2013-2025) provides comprehensive plan for sustainable transformation of Malaysia education to equip students for the future world scenario. In its seventh shift, leveraging ICT to scale up quality learning across Malaysia and developing globally competent youths has taken place in Malaysian schools in three waves since 2013 until 2025 (Ministry of Education, 2013). Simultaneously, the Covid19 pandemic has reduced the chances of conducting lessons in a traditional classroom setting. Due to this, formal school institutions are forced to adopt digital learning as a new platform for teaching and learning. Consequently, teachers and principals are required to be well versed and competent in the digital technology as they are forced to master digital teaching skills within a short time span. Schools have to equip the students with all the knowledge and skills necessary to survive in the era of “Internet of Things” and Artificial Intelligence. Teachers need to be digitally literate and inevitably the responsibility of bringing about change and preparing teachers and the school environment for IR 4.0 job market lies on the shoulders of the school principals. Nonetheless, both teachers and principals were unprepared to embrace the digital changes in the current educational scenario. This research explored the relationship between principals’ digital leadership and teachers’ digital competency in Klang district secondary schools. 354 respondents from 39 secondary schools participated in this research. Based on the data analysed that there is a significant positive relationship at a moderate level between the principals’ digital leadership and the teachers’ digital competency with a value of r =0.41 and p = .00 (p <0.05). It can be concluded that when principals’ digital leadership is a moderate level, teachers’ digital competency is also at a moderate level. In order to further enhance this digital leadership and teachers’ digital competency, Ministry of Education, State Education Department (JPN) and District Education Office (PPD) must indeed take the initiative to provide ample training and knowledge related to digital leadership in order to better equip principals to lead schools.

In the pursuit of fostering sustainable digital banking (SDB), this study investigates the nexus between end‐users' digital competencies, perceptions of artificially intelligent systems, and sustainable practices. With a focus on addressing inclusivity barriers and promoting ethical considerations, expert interviews were employed to provide nuanced insights. The study's foundation rests on the significance of sustainable development goals, digital competencies, and artificial intelligence (AI) ethics in shaping the future of digital banking. An interview schedule was developed and distributed online to IT experts and researchers in the field of AI. The instrument examined the major challenges faced by customers in accessing digital banking, the expected timeline for the complete digitalization of the South African banking sector, customers' anticipated competency, and comfort levels with a 100% digital banking interface, and their perspectives on the overall impact of such a transition on humanity. The interview gathered participants' views on AI‐based banking systems that determine credit scores and creditworthiness. The study also included questions to obtain expert opinions on customers' digital capabilities, access to resources, and the impact of AI trust issues on financial service customers. The findings of this study provided valuable insights for stakeholders, including governments, NGOs, and financial institutions. Implications derived from expert perspectives illuminate strategies for enhancing digital competencies, addressing inclusivity hurdles, and ensuring ethical AI integration. This study contributes to the sustainable development discourse by offering actionable recommendations for stakeholders in the pursuit of a more inclusive, digitally competent, and ethically responsible digital banking landscape.

This paper presents the results of a survey on the use of artificial intelligence (AI) among teachers in Poland (N = 289). The survey, conducted in December 2024 and January 2025, used the extended educational technology acceptance model (EETAM) to capture factors supporting and blocking the integration of AI in education (primary and secondary schools). The aim of the study is to identify factors influencing the acceptance and use of AI tools by teachers in their professional work. Based on the EETAM, the relationships between perceived usefulness, ease of use, digital competence, AI‐related concerns, attitudes, intention to use and actual use of AI are analysed. This study is unique in that it fills a local empirical gap (based on EETAM assumptions) on AI usage patterns among teachers. Cluster analysis revealed three groups of teachers: (1) intensive users of AI (13.5%), (2) occasional users (30%) and (3) nonusers (43.5%). The results indicate that the most frequently used functions of AI are information retrieval and text translation, while more advanced applications remain marginally used in educational contexts. In turn, structural modelling confirmed the key role of perceived usefulness and digital competence in shaping intentions to use AI, which in turn have a strong influence on actual use. Perceived ease of use had a moderate impact on usability, while anxiety relating to AI appeared to be of minimal importance. The overall model explained 72% of the variance in intention to use AI and 30% of actual use, highlighting the high effectiveness of the research approach adopted. The results highlight the need to further improve teacher education programmes in the context of AI use, especially with regard to the development of teachers’ digital competences, as well as to strengthen positive attitudes towards AI, also by emphasising the praxeological nature of the solutions analysed.

This purpose of this paper is to investigate the level of awareness of AI among librarians at Joseph Sarwuan Tarka University, Nigeria, and explores its potential relationship with their digital competence. The study employed correlational design The population of the study comprised of 47 librarians’ from the Joseph Sarwuan Tarka University, Makurdi. The entire population was used as it was considered manageable. Artificial Intelligence Awareness Questionnaire (AIAQ) and Digital Competence Questionnaire (DCQ) were used for data collection with reliability indices of 0.93 and 0.87 respectively. The data collected were analyzed using mean and Pearson’s Product Moment Correlation (PPMC) statistics. The findings of this study revealed that there was moderate level of awareness of lecturers on AI, and also there was positive relationship between lecturers’ level of awareness of AI and their digital competence, among others. The study found a positive correlation between lecturers' awareness of Artificial Intelligence (AI) and their digital competence. It highlighted the need for targeted training programs to improve lecturers' digital skills and the potential benefits for students. The findings suggest that addressing AI awareness can enhance teaching, learning, and student success. The study recommended that school management should ensure organization of training programmes on AI to increase AI literacy and equip the librarians with the essential abilities to use AI effectively in their teaching activities.

The AI Pioneers project, funded by the European Union, represents a significant initiative aimed at integrating Artificial Intelligence (AI) into the landscape of adult education and Vocational Education and Training (VET). Through a comprehensive methodology comprising of literature reviews, surveys, and interviews conducted with a wide range of educators and stakeholders, the project has identified key AI competencies that are essential for educators. These competencies align with the six areas of the DigCompEdu framework, including Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, and Facilitating Learners’ Digital Competence. The AI Pioneers project’s main findings highlight the need for educators to develop skills in data literacy, computational thinking, ethical considerations of AI use, and the integration of AI tools into educational practices. By supplementing the DigCompEdu framework with AI-specific competencies, the project contributes to the continuing professional development of teachers and trainers, ensuring they are well-prepared for the the challenges and opportunities presented by AI in education. This initiative not only enhances educators' digital competencies but also plays a crucial role in preparing students for a future where AI is ubiquitous, thereby shaping the future of educational practices and outcomes.

The ubiquity of artificial intelligence (AI) in education necessitates enhancing teachers' digital competencies. This review article synthesizes the pivotal factors that influence educators' pursuit of technological literacy. The objective was to identify the drivers and barriers affecting teachers' abilities to integrate technology and AI into their practice. Following the PRISMA methodology, a representative sample of 91 studies was analyzed through thematic analysis, categorizing factors into drivers, barriers, and generic elements across internal and external dimensions. Key drivers include pedagogical approaches highlighting technology value, accessible resources, communities of practice, and self-efficacy. Conversely, inadequate training, technophobia, outdated skills, and negative attitudes have emerged as significant barriers. Some reflections and AI inputs have been proposed to strengthen drivers and address barriers. This review elucidates pathways for leveraging AI's potential of AI while adhering to pedagogical principles and ethical considerations. It informs educational leaders, policymakers, and researchers striving to empower educators as digitally competent professionals in the AI era.

The study aims to determine the cause and effect among artificial intelligence, digital competence, digital autonomy and innovative work behavior towards information technology professionals in Uttar Pradesh, India. This research study employed an exploratory and descriptive research design. A web-based, structured Google form questionnaire was designed for the primary data collection from the information technology professionals. The reliability and validity of the questionnaire was checked using Cronbach's alpha, Bartlet test of significance and Kaiser-Meyer-Olkin (KMO) values. A convergent and discriminant validity was also checked for the four constructs as artificial intelligence, digital competence, digital autonomy and innovative work behavior using average variance extracted (AVE), composite reliability (CR) values, discriminant values. This study employed a sample size of 324 respondents. The correlation, regression enter method and the Structural Equation Modelling (SEM) techniques were used to check the cause-and-effect relationship and simultaneously hypothesis testing. The study's findings concluded that artificial intelligence, digital competence, digital autonomy had a significant effect towards the innovative work behavior among the information technology professionals in Uttar Pradesh, India. The SPSS 23.0 version software performed simple data entry, data coding, value label, descriptive, and frequency inferences, while SEM-AMOS 23.0 version statistical add-on software performed complex statistical calculations.

The integration of artificial intelligence (AI) and digital competency is revolutionizing financial analysis, altering traditional methods and requiring professionals to adapt to new technological paradigms. The rapid evolution of AI-driven tools has significantly improved financial modeling, risk assessment, and predictive analytics. However, these advancements also present challenges, including the need for enhanced digital skills, ethical considerations, and regulatory adaptations. This study explores the impact of AI on financial analysis and how digital competency is shaping the future of financial professionals. The primary objective of this research is to assess the transformation of financial analysis due to AI adoption and the increasing importance of digital competency. This research employs a mixed-methods approach, integrating qualitative and quantitative analysis. A systematic literature review of AI applications in financial analysis is conducted, supplemented by expert interviews with financial professionals, data scientists, and policymakers. Additionally, empirical data is collected through surveys measuring AI adoption, digital competency levels, and its impact on financial decision-making. Statistical analysis is applied to evaluate the effectiveness of AI tools in enhancing accuracy, efficiency, and risk management. Findings indicate that AI-driven financial analysis significantly improves accuracy, speed, and predictive capabilities while reducing human errors and operational costs. The adoption of AI requires financial professionals to develop new competencies, including proficiency in machine learning, data visualization, and algorithmic risk assessment. However, challenges such as data security concerns, resistance to change, and regulatory constraints must be addressed. The study underscores the importance of continuous learning and digital training programs to equip professionals with the necessary skills for AI-enhanced financial analysis. Future research should focus on refining AI-driven financial analysis models, addressing ethical implications, and developing regulatory frameworks for AI in finance.

Since the Artificial intelligence (AI) revolution catalyzed by ChatGPT, the discourse of students’ digital competence has become prevalent in German higher education institutions (HEIs). While educators recognize the potential for using AI in higher education, concerns persist about students needing more necessary skills. This paper presents findings from a comprehensive lecturer survey that provides insights into educators’ perspectives on the opportunities and challenges associated with AI integration in HEIs. Furthermore, it addresses the conditions required for successful AI implementation in German HEIs to promote, rather than hinder, students’ digital competence and future skills.

Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support. Practitioner notes What is already known about this topic Previous research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences. Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise. Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation. What this paper adds This study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature. This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework. Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms. Implications for practice and/or policy Teacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively. Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy.

Digital transformation in education requires teachers to have competencies that are not only technically strong, but also adaptive and creative in utilizing smart technologies. This study aims to analyze the effectiveness of "Digital Teaching Reinvented" training that integrates the use of Artificial Intelligence (AI) and Interactive Flat Panel (IFP)-based media in improving teachers' digital competence. The research design used a one-group pre-post test involving 32 teachers who participated in intensive training based on direct practice and media co-creation. Data was collected through competency evaluation instruments covering three main domains: AI-based media competence, IFP media competency and attitudes, and overall digital competence. Data analysis was carried out using a paired sample t-test, Wilcoxon test, and effect size calculation. The results of the study showed a significant increase in all competency domains. AI-based media competence increased from an average of 43.81 to 63.56 (p < 0.001; d = 1.50), IFP media competence and attitudes increased from 110.00 to 173.44 (p < 0.001; d = 2.16), while total digital competence increased from 76.91 to 118.50 (p < 0.001; d = 2.03). This improvement confirms that training that combines AI media design and IFP operation is able to strengthen technical skills, pedagogical readiness, and teachers' attitudes towards learning technology. These findings also show that integrative training models can accelerate teachers' ability to design innovative, interactive, and student-centered learning. This research provides theoretical and practical contributions through empirical evidence that AI–IFP integration-based training can be an effective strategy to improve teachers' digital competencies in the era of smart learning. This training model is recommended as an approach that can be replicated in various educational contexts to strengthen teachers' readiness to face the challenges of sustainable digital transformation.