Shaneille Samuels^1,, Kimberley Haye¹, Denneil Cunningham¹, Nicole Jacobs¹, Tanielle Stephens¹, Shalamara Waldron¹, Althia McKay¹, Odeisha Clunie¹, Matthew Bartlett¹, Orinthia Fisher-Howe¹, Corey Williamson¹, Toney-Ann Richards¹, Monique McFarlane¹, Saskia Bryan¹, Moesha Gonzales¹, Rohan Cobourne¹, Okhema Francis¹, Kereisha Johnson-Clayton¹

Teacher training programme following the pandemic is in dire need of reformation, especially with evolving technologies being used by students and teachers. This study explored how online learning and artificial intelligence (AI) have influenced teacher preparedness in this digital age and their teaching practices. The mixed-methods approach was employed, leveraging a convergent parallel research design to capture the simultaneous analysis of quantitative and qualitative data. A sample of sixty (n=60) educators participated in the study, who were selected using purposive sampling. The data was collected using questionnaires, interviews, and focus group discussions. The findings revealed that most educators had moderate proficiency in using technology but needed adequate training and emotional support. Approximately 77% of them agreed with the integration of AI in Jamaican classrooms. The study further emphasized that ongoing structured professional development is required for AI integration, along with infrastructural investments, and the implementation of policies for the digital transformation of the education sector.

online learning, artificial intelligence, digital competencies, pedagogical practices, educators’ readiness