The Use of Artificial Intelligence Tools and Its Relationship to The Level of Digital Competence Among Secondary School Teachers in The Triangle Region

This study aims to identify the reality of teachers’ use of artificial intelligence (AI) tools and to assess their level of digital competence in secondary schools in the Triangle area. It also seeks to examine differences in these variables according to gender, academic qualification, years of experience, and specialization, as well as to explore the nature of the relationship between the use of AI tools and digital competence. The study employed the descriptive correlational method, and an electronic questionnaire consisting of 42 items was administered to a sample of 111 male and female teachers. The findings revealed that teachers’ use of AI tools was at a moderate level, with relatively higher use of tools for generating explanations and designing activities, and lower use of tools related to analyzing students’ performance. The results also showed that teachers’ digital competence was at a moderate to high level, with digital safety scoring the highest and digital problem-solving being the lowest among the measured domains. Moreover, the study found no statistically significant differences in the use of AI tools or in digital competence attributable to gender, academic qualification, years of experience, or specialization, indicating a general consistency across teacher groups. The results further demonstrated a strong positive correlation between the use of AI tools and digital competence (r = 0.61), suggesting that higher levels of digital competence enhance teachers’ ability to effectively adopt AI tools in educational practices.

Artificial Intelligence Tools, Digital Competence, Secondary School Teachers

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