AI training–use gap: Female Islamic secondary school teachers’ perceived digital competence, informal learning, and autonomy in Pakistan’s South Punjab

Artificial intelligence (AI) training experience does not necessarily reflect classroom use. This issue warrants an examination of perceived digital competence, informal digital learning, and independence among female teachers in Islamic secondary schools in South Punjab, Pakistan. This study examines these dimensions alongside AI training, use, and perceptions, focusing on differences in agreement regarding training and use. A descriptive quantitative survey involved 106 purposively sampled female teachers across four areas. A Google Forms questionnaire comprised nine items with four Likert response categories. Analysis used frequencies, percentages, and percentage-point differences in agreement. Three findings emerged. First, most respondents agreed with statements about their ability to integrate multimedia (93.40%) and their use of online learning resources (83.02%). Second, agreement on AI training experience (95.28%) and on the perceived benefits of AI for classroom management exceeded agreement on AI tool use (64.15%) and on understanding its use for personalized learning. Agreement regarding training and use differed by 31.13 percentage points. Third, agreement regarding educational technology discussions with colleagues exceeded agreement regarding the ability to independently design digital learning and adapt digital content to students’ needs. The findings indicate that training experience, perceived benefits, and discussions should be distinguished from technology use and perceived ability to apply it. The identified gap is descriptive and based on self-reports, with no causal inference. Interpreted through the Technological Pedagogical Content Knowledge (TPACK) framework, these findings offer preliminary considerations for professional development that incorporate practical AI exercises, peer mentoring, and digital skills assessment, drawing on multiple sources of evidence.