Empowering Educators through Artificial Intelligence: Re-imagining Islamic School Teacher Development in Southern Pakistan

Abstract

Islamic school teachers in Southern Pakistan face persistent challenges in accessing quality professional development, particularly in relation to emerging technologies such as Artificial Intelligence (AI). This study investigates how AI tools and digital competencies contribute to the professional development of Islamic educators across diverse, resource-constrained districts. Using a quantitative cross-sectional survey design, data were collected from 450 Islamic Studies teachers through purposive sampling. Multiple linear regression results indicated that digital competencies (β = 0.35, p < 0.001) and AI usage (β = 0.28, p < 0.01) significantly influenced the development of teachers’ functional skills, with the overall model explaining 47% of the variance (R² = 0.47). District-level comparisons showed higher AI engagement in Nawan Kot and lower usage in Kot Addu, with gender disparities particularly evident in AI adoption and participation in digital training, where female teachers reported less involvement. The data further showed that AI tool usage positively correlates with teacher confidence and digital teaching practices, but its impact is moderated by the availability of adequate support and training. These findings underscore the transformative potential of AI in Islamic teacher development while highlighting the urgent need for targeted, equitable digital training programs to overcome regional and gender-based disparities in professional growth.

Keywords: Artificial Intelligence, Islamic Education, Teacher Development, Southern Pakistan, Educational Technology