Teacher Competency and Student Achievement in Technology-Enabled Classrooms

Abstract

Technology-enabled classrooms have shifted teacher competency from basic digital literacy toward the pedagogically purposeful orchestration of artificial intelligence, learning platforms, digital assessment, and data-supported instruction. Yet, existing research frequently measures teachers' technological competence through self-reported confidence or frequency of technology use rather than demonstrated classroom capability. This study addresses this limitation by conceptualizing teacher competency as an integrated construct comprising digital-pedagogical expertise, AI-aware instructional judgment, adaptive assessment competence, data interpretation, and technology-mediated classroom management. The study investigates how these competency dimensions are associated with student achievement when access to technological infrastructure and learner digital readiness are considered simultaneously. Its empirical design integrates teacher competency evidence, classroom technology-use indicators, student assessment records, and contextual variables rather than treating technology availability as a proxy for meaningful integration.