Enhancing Teachers’ Digital Literacy Through AI-Assisted Gold Standard Project-Based Learning

Various strategies have been carried out to improve teachers’ digital literacy skills, but these strategies have not been widely implemented in areas with limited access, such as remote areas. This study aims to describe the conceptual framework of the gold standard project-based learning (GS-PBL) model assisted by artificial intelligence (AI) and analyze the effect of the model in improving teachers’ digital literacy skills on Balang Lompo Island. The type of research used is a mixed-methods design with an Embedded Experimental design. The sample is the entire population of teachers from four schools on Balang Lompo Island. To produce a conceptual framework, the model uses a qualitative approach, while the effectiveness of the model is analyzed quantitatively with several tests, such as condition tests and hypothesis tests. The hypothesis testing uses analysis of covariance (ANCOVA). The results show a significant difference in teachers’ digital literacy between those who implemented AI-assisted GS-PBL and those who used conventional methods, with a significance value of less than 0.001. This result indicates that the AI-assisted GS-PBL model leads to higher digital literacy outcomes. The Partial Eta Squared in the Corrected Model is 0.665 with a significance value of <0.001, which means that the influence of AI-assisted GS-PBL on teachers’ digital literacy is in the large category. The results of this study have implications for the development of this model and become one of the alternatives in improving the digital literacy of teachers in rural and remote areas, who have fairly good internet access.