Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

Abstract

In recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As a result, it is essential to assess teachers’ competencies in Technological, Pedagogical, and Content Knowledge (TPACK) as it pertains to AI and examine the factors that influence these competencies. This study aims to analyze the impact of digital proficiency on teachers’ AI-TPACK competencies. The study utilized a correlational survey model and involved 401 teachers from various provinces and departments in Turkey. The data collection tools included a personal information form, an AI-TPACK scale, and a digital proficiency scale. The collected data were analyzed using structural equation modeling. The research findings revealed that teachers’ AI-TPACK competencies were below average, whereas their levels of digital proficiency were above average. Furthermore, a significant relationship between teachers’ AI-TPACK and digital proficiency levels was identified, with digital proficiency as a significant predictor of AI-TPACK competencies. Based on the research findings, recommendations for future studies are provided.