The Effect of an Artificial Intelligence-Based Digital Learning Environment on Digital Skills and Digital Flourishing of Lower Secondary School Teachers in Naqadeh

Objective: This study investigated the effect of an artificial intelligence-based digital learning environment on the digital skills and digital flourishing of lower secondary school teachers in Naqadeh. Method: In this quasi-experimental study with a pre-test-post-test control group design, ۳۰ teachers (۱۵ experimental, ۱۵ control) were selected using convenience sampling. The experimental group participated in an ۸-session AI-based digital learning environment intervention. Data were collected using the standard Digital Skills Questionnaire and Digital Flourishing Questionnaire and analyzed using MANCOVA and ANCOVA. Results: Descriptive findings showed increased mean scores for digital skills, digital flourishing, and all their components in the experimental group post-intervention. MANCOVA results indicated a significant effect of the AI environment on the linear combination of teachers' digital skills and flourishing (Wilks' Lambda = .۱۸۱, F(۲,۲۵) = ۵۶.۵۹, P < .۰۵). ANCOVA confirmed significant effects on digital skills (F = ۱۳۰.۹۵, P < .۰۰۱, η² = .۸۲۹) and all six components (P < .۰۵), as well as on digital flourishing (F = ۲۱۶.۹۸, P < .۰۰۱, η² = .۸۸۹) and all four components (P < .۰۵). Effect sizes ranged from moderate to very strong (η² = .۲۷۳ to .۹۱۰). Conclusions: The findings indicate that an AI-based digital learning environment can effectively enhance teachers' digital skills and flourishing. The intervention improved both technical competencies and psychological well-being in digital contexts. These results have important implications for designing AI-integrated professional development programs to prepare teachers for the digital age.

کلیدواژه ها:

Artificial intelligence ، Digital Learning Environment ، Digital Skills ، Digital Flourishing ، Teachers ، Professional Development