Exploring the Use of Artificial Intelligence Tools for Teachers' Pedagogical Skill Enhancement at the Secondary Level

Abstract

This study investigates the use of artificial intelligence (AI) tools for improving teachers' pedagogical skills at the secondary level. The purpose of the study was to examine how AI-driven applications become increasingly integrated into education, offering new opportunities for improving lesson planning, assessment practices, differentiated instruction, and classroom management. The study's objectives were to identify the level of awareness and understanding of AI tools and to determine the extent to which teachers utilise AI tools for pedagogical enhancement at the secondary level. In order to achieve the objectives, research questions were used to check the association between the use of artificial intelligence (AI) tools for enhancing teachers' pedagogical skills at the secondary level. The population includes female school teachers from the district of Mardan. The study sample consists of 320 female (primary, middle and secondary) school teachers, who were selected randomly. For the conduction of the study, a positivist research paradigm was used, and the research design was descriptive. A closed-ended questionnaire with a five-point Likert scale was used for data collection. The data was analysed to identify the level of awareness and understanding of AI tools, and to what extent teachers utilise AI tools for pedagogical enhancement. Data was scrutinised using SPSS: descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics (p<0.05) to determine the significance of AI use and pedagogical skills. The study findings underlined the need for professional training, Government support, and policy guidelines to ensure accountable AI integration in pedagogy.