Iranian Journal of Learning and Memory

The Effect of an Artificial Intelligence-Based Digital Learning Environment on Digital Skills and Digital Flourishing of Lower Secondary School Teachers in Naqadeh

Document Type : Original Article

Authors

Mojtaba Danesh 1
HamidReza Maghami 2

1 Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran.

2 Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran

https://doi.org/10.22034/iepa.2026.526562.1535
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.

Keywords

Artificial Intelligence
Digital Learning Environment
Digital Skills
Digital Flourishing
Teachers
Professional Development
Subjects

Althubyani, A. R. (2024). Digital competence of teachers and the factors affecting their competence level: A nationwide mixed-methods study. Sustainability, 16(7), Article 2796. https://doi.org/10.3390/su16072796

Amani, N. (2024). The importance and role of teachers' digital competence in educational environments. First International Conference on New Research in Educational Systems and Educational Sciences. https://civilica.com/doc/2105734 [In Persian]

Anggrainingsih, R., Umam, M. Z., & Setiadi, H. (2018). Determining e-learning success factor in higher education based on user perspective using Fuzzy AHP. In MATEC Web of Conferences (Vol. 154, p. 03011). EDP Sciences. https://doi.org/10.1051/matecconf/201815403011

Cabellos, B., Siddiq, F., & Scherer, R. (2024). The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students' digital skills. Computers in Human Behavior, 150, Article 107994. https://doi.org/10.1016/j.chb.2023.107994

Chen, Y., & Wei, L. (2025). Effects of artificial intelligence learning environments on engineers' intercultural communication competence: Mediating role of learning adaptability. Interactive Learning Environments, 33(2), 1404–1421. https://doi.org/10.1080/10494820.2024.2371937

Chiu, T. K., Falloon, G., Song, Y., Wong, V. W., Zhao, L., & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 214, Article 105017. https://doi.org/10.1016/j.compedu.2024.105017

Conlon, J., & Gallery, C. (2024). Developing digital skills: A fashion business masterclass in virtual 3D prototyping with Style3D. International Journal of Fashion Design, Technology and Education, 17(1), 76–85. https://doi.org/10.1080/17543266.2023.2247425

Das, S., Nakshatram, S. V., Söbke, H., Hauge, J. B., & Springer, C. (2025). Towards gamification for spatial digital learning environments. Entertainment Computing, 52, Article 100893. https://doi.org/10.1016/j.entcom.2024.100893

Fernández-Cruz, F. J., & Fernández-Díaz, M. J. (2016). Generation Z's teachers and their digital skills. Comunicar, 24(46), 97–105. https://doi.org/10.3916/C46-2016-10

Galindo-Domínguez, H., Delgado, N., Campo, L., & Losada, D. (2024). Relationship between teachers' digital competence and attitudes towards artificial intelligence in education. International Journal of Educational Research, 126, Article 102381. https://doi.org/10.1016/j.ijer.2024.102381

Gomez-Trigueros, I. M. (2023). Digital skills and ethical knowledge of teachers with TPACK in higher education. Contemporary Educational Technology, 15(2), Article ep410. https://doi.org/10.30935/cedtech/12874

Guo, S., Halim, H. B. A., & Saad, M. R. B. M. (2025). Leveraging AI-enabled mobile learning platforms to enhance the effectiveness of English teaching in universities. Scientific Reports, 15(1), Article 1. https://doi.org/10.1038/s41598-025-00801-0

Hadizadeh, M., Sharifi Rashtkhvar, V., Ghorbanian, R., & Torabi, M. (2024). Teacher training in the age of artificial intelligence: Strategies for enhancing digital and professional skills through modern technologies. First National Conference on New Approaches to Education Issues, Ramshir. https://civilica.com/doc/2192162 [In Persian]

Huang, F., Teo, T., & He, J. (2021). Digital nativity of university teachers in China: Factor structure and measurement invariance of the Digital Native Assessment Scale (DNAS). Interactive Learning Environments, 29(3), 385–399. https://doi.org/10.1080/10494820.2019.1570278

Ifenthaler, D. (2017). Designing effective digital learning environments: Toward learning analytics design. Technology, Knowledge and Learning, 22, 401–404. https://doi.org/10.1007/s10758-017-9333-0

Janicke-Bowles, S. H., Buckley, T. M., Rey, R., Wozniak, T., Meier, A., & Lomanowska, A. (2023). Digital flourishing: Conceptualizing and assessing positive perceptions of mediated social interactions. Journal of Happiness Studies, 24(3), 1013–1035. https://doi.org/10.1007/s10902-023-00619-5

Kang, X., & Nie, Y. (2025). Design and analysis of teaching early warning system based on multimodal data in an intelligent learning environment. PeerJ Computer Science, 11, Article e2692. https://doi.org/10.7717/peerj-cs.2692

Kasinidou, M., Kleanthoys, S., & Otterbacher, J. (2025). Cypriot teachers' digital skills and attitudes towards AI. Discover Education, 4(1), Article 23. https://doi.org/10.1007/s44217-024-00390-6

Khalil, M., Wong, J., Wasson, B., & Paas, F. (2024). Adaptive support for self‐regulated learning in digital learning environments. British Journal of Educational Technology, 55(4), 1281–1289. https://doi.org/10.1111/bjet.13479

Khawaji, T. M. (2024). The level of knowledge and practices of digital skills teachers for artificial intelligence applications in providing middle school students with digital skills and their attitudes towards them. Journal of Scientific Research in Education, 25(2), 145–185. https://doi.org/10.21608/jsre.2024.271775.1997

Kouhi Chenar, S., Zare, S., Saberi, A., & Gharib, E. (2024). Teachers' educational needs in the field of artificial intelligence: Identifying the skills and knowledge required for teachers to stay updated in the digital age. First National Conference on New Approaches to Education Issues, Ramshir. https://civilica.com/doc/2201659 [In Persian]

Kure, A. E., Blikstad-Balas, M., & Brevik, L. M. (2025). Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time? Teaching and Teacher Education, 153, Article 104843. https://doi.org/10.1016/j.tate.2024.104843

Li, Y., Zhou, X., & Chiu, T. K. (2025). Systematic review on artificial intelligence chatbots and ChatGPT for language learning and research from self-determination theory (SDT): What are the roles of teachers? Interactive Learning Environments, 33(3), 1850–1864. https://doi.org/10.1080/10494820.2024.2400090

Loh, R. S. M., Kraaykamp, G., & van Hek, M. (2025). Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality? Computers & Education, 226, Article 105195. https://doi.org/10.1016/j.compedu.2024.105195

Mohammadi, M. (2024). Advancing an integrative AI-assisted adaptive learning environment for teacher education: Case of the BRICS countries. Education & Self Development, 19(4), 82–95. https://doi.org/10.26907/esd.19.4.07

Mungra, Y., Srivastava, R., Sharma, A., Banerji, D., & Gollapudi, N. (2024). Impact of digital competence on employees' flourishing through basic psychological needs satisfaction. Journal of Computer Information Systems, 64(1), 47–61. https://doi.org/10.1080/08874417.2023.2176948

Navai, F., Najafi Ahmadabad, Y., Teymouri, A., & Hassani, S. A. H. (2024). Artificial intelligence and digital skills: New educational tools for teachers. First International Conference on Transformative Research of Iran's Progress Officers, Ahvaz. https://civilica.com/doc/2264514 [In Persian]

Nuangchalerm, P., Prachagool, V., & Dostál, J. (2020). Digital learning of pre-service teachers during COVID-19 outbreak. Journal of Technology and Information Education, 12(2), 143–151. https://doi.org/10.5507/jtie.2020.007

Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers' digital skills readiness during the COVID-19 pandemic. International Journal of Emerging Technologies in Learning, 16(8), 238–251. https://doi.org/10.3991/ijet.v16i08.21011

Rahimi, A. R., & Mosalli, Z. (2024). The role of twenty-first century digital competence in shaping pre-service teacher language teachers' twenty-first century digital skills: The Partial Least Squares Modeling Approach (PLS-SEM). Journal of Computers in Education. Advance online publication. https://doi.org/10.1007/s40692-023-00307-6

Rospigliosi, P. A. (2023). Artificial intelligence in teaching and learning: What questions should we ask of ChatGPT? Interactive Learning Environments, 31(1), 1–3. https://doi.org/10.1080/10494820.2023.2180191

Satar, M., Seedhouse, P., Kharrufa, A., Ganassin, S., Dooly, M., Buitrago Peña, J., Öztekin, E., Akcan, S., & Haznedar, B. (2025). Migrants' digital skills development: Engaging with and creating digital cultural activities on the ENACT web app. ReCALL, 37(2), 191–214. https://doi.org/10.1017/S0958344024000351

Serezhkina, A. (2021). Digital skills of teachers. In E3S Web of Conferences (Vol. 258, p. 07083). EDP Sciences. https://doi.org/10.1051/e3sconf/202125807083

Shoukat, W., Rizwan, N., & Khan, M. T. (2025). The role of artificial intelligence (AI) tutors in personalized learning: Benefits and challenges. Journal of Social Signs Review, 3(4), 1–13.

Suriyah, P., Novianti, D. E., Noeruddin, A., & Mariana, D. (2024). Research-based learning (RBL) based on digital learning environment (DLE) in the context of TPACK proficiency among prospective mathematics teachers viewed from creative thinking ability: A quasi-experimental study. In Proceeding International Conference on Digital Education and Social Science (Vol. 2, No. 1, pp. 354–370). https://doi.org/10.55506/icdess.v2i1.88

Taghizade, A., Rasouli, Y., & Hosseini Largani, M. (2023). The relationship among motivation, self-efficacy, community of inquiry and learning performance in online learning environments: A path analysis. Iranian Journal of Learning and Memory, 6(22), 54–66. https://doi.org/10.22034/iepa.2023.402466.1431

Toomaj, A., Talepsand, S., & Mohammadyfar, M. A. (2024). The effectiveness of augmented reality-based training on working memory performance and cognitive flexibility in children. Iranian Journal of Learning and Memory, 7(28), 25–43. https://doi.org/10.22034/iepa.2025.533738.1539

Torino, M. J. (2025). Bridging the digital divide: A systematic review of digital literacy and economic participation in developing economies. Psychology and Education: A Multidisciplinary Journal, 31(3), 286–291. https://doi.org/10.5281/zenodo.14749185

Vistorte, A. O. R., Deroncele-Acosta, A., Ayala, J. L. M., Barrasa, A., López-Granero, C., & Martí-González, M. (2024). Integrating artificial intelligence to assess emotions in learning environments: A systematic literature review. Frontiers in Psychology, 15, Article 1387089. https://doi.org/10.3389/fpsyg.2024.1387089

Vorobyeva, K. I., Belous, S., Savchenko, N. V., Smirnova, L. M., Nikitina, S. A., & Zhdanov, S. P. (2025). Personalized learning through AI: Pedagogical approaches and critical insights. Contemporary Educational Technology, 17(2), Article ep507. https://doi.org/10.30935/cedtech/16108

Yaseen, H., Mohammad, A. S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A.-A. A. (2025). The impact of adaptive learning technologies, personalized feedback, and interactive AI tools on student engagement: The moderating role of digital literacy. Sustainability, 17(3), Article 1133. https://doi.org/10.3390/su17031133

Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, Article 103577. https://doi.org/10.1016/j.system.2024.103577

 
Iranian Journal of Learning and Memory
Volume 9, Issue 34
Spring 2026
Pages 1-20

Home

Editorial Board

Submit Manuscript

Contact Us