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Applied Sciences
Volume 15
Issue 23
10.3390/app152312597
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

Fostering Teachers’ Digital Competence in AI-Supported Learning Environments: Implications for Interactive Teaching and Student Achievement

by
Gaukhar Aimicheva
1,
Aigul Shaikhanova
1,*,
Kainizhamal Iklassova
2,
Parassat Tazabekova
3,
Aizhan Nazyrova
1,* and
Yenglik Kadyr
4,*
1
Faculty of Information Technologies, L.N. Gumilyov Eurasian National University, 2 Satpayev str., Astana 010008, Kazakhstan
2
Department of Information and Communication Technologies, Manash Kozybayev North Kazakhstan University, Petropavl 150000, Kazakhstan
3
Department of Computer Science, Kazakh National Women’s Teacher Training University, Almaty 050009, Kazakhstan
4
Institute of Automation and Information Technology, Satbayev University, Almaty 050013, Kazakhstan
*
Authors to whom correspondence should be addressed.
Appl. Sci. 2025, 15(23), 12597; https://doi.org/10.3390/app152312597 (registering DOI)
Submission received: 4 November 2025 / Revised: 25 November 2025 / Accepted: 25 November 2025 / Published: 27 November 2025
Versions Notes

Abstract

In this article, the development of in-service teachers’ digital competence is examined within an AI-supported learning environment designed to enhance professional modeling skills and the creation of interactive AR-based instructional content. The study investigates how such an environment supports teachers in developing contextual digital skills that enable not only the use of emerging technologies but also their meaningful adaptation to pedagogical goals and instructional needs. A training program involving 916 in-service teachers from Kazakhstani secondary schools was implemented, and survey data were collected to assess changes in digital competence and readiness to integrate AI and AR tools into teaching practices. The findings demonstrate high levels of interest and engagement: 96% of participants expressed readiness for further learning, 86% reported satisfaction with the course content, and 84% showed contextual maturity in applying newly acquired technologies in their instructional processes. These results highlight the potential of AI-supported professional development to strengthen teachers’ capacity to design interactive learning environments, promote equity and quality in digital education, and enhance student engagement.
Keywords: teachers’ digital competence; AR; interactive assessments; GenAI-tools; updated TPACK; contextual knowledge; sensitive education teachers’ digital competence; AR; interactive assessments; GenAI-tools; updated TPACK; contextual knowledge; sensitive education

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MDPI and ACS Style

Aimicheva, G.; Shaikhanova, A.; Iklassova, K.; Tazabekova, P.; Nazyrova, A.; Kadyr, Y. Fostering Teachers’ Digital Competence in AI-Supported Learning Environments: Implications for Interactive Teaching and Student Achievement. Appl. Sci. 2025, 15, 12597. https://doi.org/10.3390/app152312597

AMA Style

Aimicheva G, Shaikhanova A, Iklassova K, Tazabekova P, Nazyrova A, Kadyr Y. Fostering Teachers’ Digital Competence in AI-Supported Learning Environments: Implications for Interactive Teaching and Student Achievement. Applied Sciences. 2025; 15(23):12597. https://doi.org/10.3390/app152312597

Chicago/Turabian Style

Aimicheva, Gaukhar, Aigul Shaikhanova, Kainizhamal Iklassova, Parassat Tazabekova, Aizhan Nazyrova, and Yenglik Kadyr. 2025. "Fostering Teachers’ Digital Competence in AI-Supported Learning Environments: Implications for Interactive Teaching and Student Achievement" Applied Sciences 15, no. 23: 12597. https://doi.org/10.3390/app152312597

APA Style

Aimicheva, G., Shaikhanova, A., Iklassova, K., Tazabekova, P., Nazyrova, A., & Kadyr, Y. (2025). Fostering Teachers’ Digital Competence in AI-Supported Learning Environments: Implications for Interactive Teaching and Student Achievement. Applied Sciences, 15(23), 12597. https://doi.org/10.3390/app152312597

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