Iranian Journal of Learning and Memory

Abstract Objective: This study investigated the effect of an artificial intelligence-based digital learning environment on the digital skills and digital flourishing of lower secondary school teachers in Naqadeh. Method: In this quasi-experimental study with a pre-test-post-test control group design, 30 teachers (15 experimental, 15 control) were selected using convenience sampling. The experimental group participated in an 8-session AI-based digital learning environment intervention. Data were collected using the standard Digital Skills Questionnaire and Digital Flourishing Questionnaire and analyzed using MANCOVA and ANCOVA. Results: Descriptive findings showed increased mean scores for digital skills, digital flourishing, and all their components in the experimental group post-intervention. MANCOVA results indicated a significant effect of the AI environment on the linear combination of teachers' digital skills and flourishing (Wilks' Lambda = .181, F(2,25) = 56.59, P < .05). ANCOVA confirmed significant effects on digital skills (F = 130.95, P < .001, η² = .829) and all six components (P < .05), as well as on digital flourishing (F = 216.98, P < .001, η² = .889) and all four components (P < .05). Effect sizes ranged from moderate to very strong (η² = .273 to .910). Conclusions: The findings indicate that an AI-based digital learning environment can effectively enhance teachers' digital skills and flourishing. The intervention improved both technical competencies and psychological well-being in digital contexts. These results have important implications for designing AI-integrated professional development programs to prepare teachers for the digital age.