The constructing and empirical research on primary and secondary school teachers’ digital competencies in the age of artificial intelligence

Abstract Against the backdrop of rapid AI development, the digital competency of primary and secondary school teachers has become a key factor in educational reform. This study aims to construct a digital competency model suitable for primary and secondary school teachers and to validate its effectiveness through empirical research. Using a mixed-method approach, we applied the Analytic Hierarchy Process (AHP) and fuzzy comprehensive evaluation to data collected from 30 teachers and a panel of 30 experts. The comprehensive evaluation results show that teachers perform excellently in the application of digital technology and innovative teaching design, but there is a lack of lifelong learning and professional development, especially professional community participation. The study emphasizes that teachers need to pay attention to data analysis capabilities and technology integration, while strengthening digital ethical awareness, to improve overall educational quality. The model provides a region-level reference for educational policy and teacher training in similar Chinese contexts.