Exploring the Role of Artificial Intelligence-Powered Facilitator in Enhancing Digital Competencies of Primary School Teachers

Abstract

<p style="text-align: justify;">This study aimed to investigate the relationship between teacher professional development, quality of lecture design, student engagement, teacher technical skills, pedagogical content knowledge and teacher satisfaction in using Artificial Intelligence (AI)-Powered Facilitator for designing lectures. The study used a non-random sample technique, and 208 participants answered a survey via Google Form after one semester, using a 5-point Likert scale to rate their responses. The structural equation model was used to analyze the data, and six factors were included in the study. The study confirmed hypotheses that teacher professional development, quality of lecture design, student engagement, and pedagogical content knowledge have a positive effect on teacher satisfaction. However, the study also revealed that teacher technical skills have a negative effect on teacher satisfaction, and pedagogical content knowledge has no significant effect. The proposed conceptual model explained 55.7% of the variance in teacher satisfaction Theoretical and practical implications were also discussed. These findings provide insights into the factors that contribute to teacher satisfaction in utilizing AI-Powered Facilitator for designing lectures and could inform the development of effective teacher training programs.</p>

Elements affecting primary school teachers' digital competency in Vietnam’s northern mountainous areas

“…Lawrence and Tar (2018) have identified several barriers that hinder the development of teachers' digital competencies, including limitations in infrastructure, a lack of training, inadequate access and insufficient technical support (Lawrence & Tar, 2018). Therefore, local authorities and schools must invest in the construction and development of infrastructure while also focusing on training teachers, adjusting curricula and continuously evaluating progress (Nguyen, 2023). These efforts are essential to ensure the comprehensive development of teachers' digital competencies (Chen, Wang, Kirschner, & Tsai, 2018).…”

“…The document contains pedagogical criteria that are necessary for the successful incorporation of information technology into educational practices and the appropriate deployment of this technology in either formal or informal classroom settings (Durán, 2019). According to Nguyen (2023) teachers are facing novel problems in their daily professional activities at school as a result of the accomplishments and breakthroughs of the digital transformation in education. Teachers play a crucial role in effectively applying and integrating information and communication technology (ICT) in the classroom.…”

eTwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers

“…Technology has become increasingly important in our lives, with a high potential to enhance learning and transform education. Like other professionals, teachers have gained increased access to digital tools, media, and digital resources in recent decades, which in turn influences how students and teachers interact and engage with learning (Burden et al, 2016;Krumsvik et al, 2016;Nguyen, 2024).…”