Effect of Teachers’ Competencies in AI-TPACK on Digital Creativity: A Survey of University Teachers

Abstract

This research paper examines the effect of teachers’ competencies in AI-TPACK (Technological Pedagogical Content Knowledge with Artificial Intelligence integration) on their digital creativity at the university level. The primary objectives were to assess the level of AI-TPACK competencies among university teachers, evaluate their digital creativity, and analyze the relationship between the two. A descriptive survey research design was employed, with a sample of 115 teachers from Women University of AJ&K Bagh and University of Poonch Rawlakot. Data were collected through a self-designed questionnaire, analyzed using SPSS-24. The descriptive statistics Mean and Standard deviation and linear regression was used. The findings revealed that university teachers displayed a high level of AI-TPACK competencies, particularly in technological, pedagogical, and content knowledge, though ethical and troubleshooting competencies were moderately developed. Teachers also demonstrated strong digital creativity, particularly in AI-driven innovation and personalized learning. Regression analysis showed a significant predictive relationship between AI-TPACK competencies and digital creativity. These results underscore the importance of enhancing AI-TPACK competencies to foster digital creativity and innovation in teaching practices. The study recommends targeted professional development in AI ethics and troubleshooting, the integration of AI training in teacher education programs, and further research to explore best practices for AI-TPACK development in diverse educational contexts.