In this article, the development of in-service teachers’ digital competence is examined within an AI-supported learning environment designed to enhance professional modeling skills and the creation of interactive AR-based instructional content. The study investigates how such an environment supports teachers in developing contextual digital skills that enable not only the use of emerging technologies but also their meaningful adaptation to pedagogical goals and instructional needs. A training program involving 916 in-service teachers from Kazakhstani secondary schools was implemented, and survey data were collected to assess changes in digital competence and readiness to integrate AI and AR tools into teaching practices. The findings demonstrate high levels of interest and engagement: 96% of participants expressed readiness for further learning, 86% reported satisfaction with the course content, and 84% showed contextual maturity in applying newly acquired technologies in their instructional processes. These results highlight the potential of AI-supported professional development to strengthen teachers’ capacity to design interactive learning environments, promote equity and quality in digital education, and enhance student engagement.
Aimicheva et al. (Thu,) studied this question.