Acceso usuarios
[1]
;
Anqi Wen
[1]
;
Xinyun Li
[1]
;
Yujian Huang
[1]
;
Yongyi Mo
[1]
China
Based on the Technological Pedagogical Content Knowledge (TPACK) theoretical framework, this study employs a mixed-methods approach—combining questionnaire surveys and semi-structured interviews—to systematically investigate the current development status and internal influence mechanisms of TPACK capabilities and Artificial Intelligence (AI) teaching self-efficacy among 115 rural primary and secondary school English teachers in western Guangdong. The findings indicate that the overall TPACK capabilities and AI teaching self-efficacy of rural English teachers are at an upper-middle level. Across the TPACK dimensions, teachers exhibit an uneven developmental profile characterized by relatively solid foundational theoretical knowledge but weak higher-order capabilities in the deep integration of technology and subject disciplines. Regarding AI teaching self-efficacy, their mastery of basic AI knowledge significantly surpasses their confidence in higher-order practical applications such as teaching assessment. Furthermore, linear regression analysis confirms that TPACK capability has a significant positive predictive effect on AI teaching self-efficacy, explaining 41.2% of its variance. This study not only provides empirical evidence for enhancing rural English teachers' AI teaching integration capabilities and overcoming technology application bottlenecks, but also offers vital practical references for promoting the equitable digital development of rural education and innovating teacher training models.
