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Journal of Education & Social Sciences - Volume 13, Issue 2 2025
By Muhammad Ehsan, Razzaq Ahmad, Saeed Khan
10.20547/jess1322513203
Keywords: Key Words: Spirituality, Resilience, Moral Identity, University Students, Quantitative Correlational Study
This study examines how teacher experience and use of artificial intelligence (AI) together shape student outcomes in K–12 education. It responds to growing interest in technology?driven personalization and the need to understand which teachers benefit most from AI tools. Using a quantitative, descriptive survey design, the research focuses on 50 teachers from five Government Higher Secondary Schools in District Swabi, selected through multistage sampling. Data were collected using a self?developed 24?item questionnaire on a five?point Likert scale and analyzed through descriptive statistics, inferential tests, and multivariate techniques, including cluster analysis. Findings show a positive but modest relationship between AI usage and student improvement, moderated by teacher expertise and school context. Cluster analysis reveals three teacher profiles: highly experienced teachers with moderate AI use, moderately experienced teachers with extensive AI use, and less experienced teachers with limited AI adoption. These profiles highlight the need for differentiated AI integration strategies, tailored professional development, and context?sensitive resource allocation. Although the study is limited by its cross?sectional design and reliance on synthetic data, it offers important directions for future research, including real?world data collection, mixed?methods approaches, and longitudinal designs to better capture the long?term impact of AI?supported teaching.
Submission Date: 2 Aug, 2025 Reviews Completed: 28 Nov, 2025Acceptance Date: 26 Dec, 2025 Publication Date: 28 Dec, 2025