Empowering female teachers through digital competence and AI integration to improve teaching effectiveness in Islamic Schools in Southern Pakistan https://doi.org/10.35719/annisa.v18i2.395 Authors Muhammad Kashif Majeed International Islamic University, Malaysia Tunku Badariah Ahmad International Islamic University, Malaysia Aizat Bin Shamsuddin International Islamic University, Malaysia Woman Teacher, Islamic Schools, Digital Competencies, AI Usage Abstract How to Cite Metrics References Similar Articles This study addresses the problem of the low and uneven empowerment of female teachers in utilizing digital competencies and integrating AI in Islamic schools in Southern Pakistan. Limited access, pedagogical readiness, institutional support, and gender disparities potentially hinder teaching effectiveness and learning quality. The study aims to analyze the effects of digital competence, AI usage, and informal digital learning on the teaching effectiveness of female teachers, as well as the relationship between digital competence and AI use in Islamic secondary schools in Southern Pakistan. Employing a quantitative design, the study surveyed 450 female teachers from Islamic secondary schools in Southern Pakistan. Data were collected through structured questionnaires and analyzed using descriptive statistics, validity and reliability tests, and multiple linear regression to examine the effects of digital competence, AI, and informal digital learning on teaching effectiveness. The findings conclude that the empowerment effectiveness of female teachers is more strongly influenced by basic digital competence and informal digital learning than by AI adoption. Regional differences highlight the role of institutional context and social support. Digital competence has a direct impact, informal learning acts as a reinforcing factor, while AI remains insignificant due to limited pedagogical integration and insufficient policy support. This study contributes by emphasizing the importance of foundational digital competence and informal learning as key pillars of female teacher empowerment, while critically questioning assumptions about the automatic effectiveness of AI in Islamic education contexts. Majeed, M. K., Ahmad, T. B., & Shamsuddin, A. B. (2025). Empowering female teachers through digital competence and AI integration to improve teaching effectiveness in Islamic Schools in Southern Pakistan. An-Nisa Jurnal Kajian Perempuan Dan Keislaman, 18(2), 135-150. https://doi.org/10.35719/annisa.v18i2.395 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver AMA Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX Downloads Download data is not yet available. References Abdel-Salam, D. 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Acta Psychologica, 241, 104095. https://doi.org/10.1016/j.actpsy.2023.104095 Downloads Full Text (English) 2025-12-23 Vol. 18 No. 2 (2025): An-Nisa' Journal of Gender Studies Section Articles Copyright (c) 2025 Muhammad Kashif Majeed, Tunku Badariah Ahmad, Aizat Bin Shamsuddin This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. How to Cite Majeed, M. K., Ahmad, T. B., & Shamsuddin, A. B. (2025). Empowering female teachers through digital competence and AI integration to improve teaching effectiveness in Islamic Schools in Southern Pakistan. An-Nisa Jurnal Kajian Perempuan Dan Keislaman, 18(2), 135-150. https://doi.org/10.35719/annisa.v18i2.395 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver AMA Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX
