Дижитал шилжилтийн үеийн багшлахуйг онцлог (Физикийн багшийн жишээн дээр )

Exploring the 21st -century teacher as a transformative digital facilitator: A case of physics teacher

Abstract

This study aims to assess the combined readiness of secondary school physics teachers in artificial intelligence (AI) and digital competencies. It also explores how integrating these competencies shapes the evolving teacher paradigm for the 21st century. As the education system transitions to a digital learning environment powered by artificial intelligence, teachers need to not only be able to use technology but also integrate it with pedagogy, ethics, and data processing.

More than 53 high school physics teachers participated in the study, and quantitative data were collected using a questionnaire survey method. The survey instrument combined our proposed а teaching styles typology with the AI-TPACK framework developed by Celik (2023). It consisted of 48 items distributed across five subscales: (1) digital use, (2) AI integration, (3) instructional design and management, (4) data-driven assessment, and (5) AI ethics and information security. The study employed quantitative methods, including mean scores, standard deviations, and correlation analysis.

The results revealed that teachers demonstrated intermediate to high levels of digital competence (Likert level 3). They effectively supported their instruction using digital platforms such as Google Classroom, Moodle, and Microsoft Teams, as well as online assessment tools like Quizizz and Kahoot. However, competencies related to the use of artificial intelligence—such as aligning AI with learning objectives, integrating it effectively into instruction, analyzing data, and applying it ethically—were found to be relatively weak. This suggests that teachers tend to perceive AI primarily as an assistive technology rather than as a strategic pedagogical tool.