Logo
ScienceStack
Table of Contents
Fetching ...
Sign In

AI in Pakistani Schools: Adoption, Usage, and Perceived Impact among Educators

Syed Hassan Raza, Azib Farooq

TL;DR

The paper investigates AI adoption, use, and perceived impact in Pakistani K-12 schools using a survey of 125 teachers. It finds a generally positive stance toward AI, with substantial use in lesson planning and content generation, but uneven adoption and concerns about equitable access. The study links higher engagement and efficiency gains to AI use while noting limited use for grading or tutoring. These findings inform policymakers and educators about the need for training and infrastructure to realize AI’s benefits inclusively in resource-constrained schooling contexts.

Abstract

Artificial Intelligence (AI) is increasingly permeating classrooms worldwide, yet its adoption in schools of developing countries remains under-explored. This paper investigates AI adoption, usage patterns, and perceived impact in Pakistani K-12 schools based on a survey of 125 educators. The questionnaire covered educator's familiarity with AI, frequency and modes of use, and attitudes toward AI's benefits and challenges. Results reveal a generally positive disposition towards AI: over two-thirds of teachers expressed willingness to adopt AI tools given proper support and many have begun integrating AI for lesson planning and content creation. However, AI usage is uneven - while about one-third of respondents actively use AI tools frequently, others remain occasional users. Content generation emerged as the most common AI application, whereas AI-driven grading and feedback are rarely used. Teachers reported moderate improvements in student engagement and efficiency due to AI, but also voiced concerns about equitable access. These findings highlight both the enthusiasm for AI's potential in Pakistan's schools and the need for training and infrastructure to ensure inclusive and effective implementation.

AI in Pakistani Schools: Adoption, Usage, and Perceived Impact among Educators

TL;DR

The paper investigates AI adoption, use, and perceived impact in Pakistani K-12 schools using a survey of 125 teachers. It finds a generally positive stance toward AI, with substantial use in lesson planning and content generation, but uneven adoption and concerns about equitable access. The study links higher engagement and efficiency gains to AI use while noting limited use for grading or tutoring. These findings inform policymakers and educators about the need for training and infrastructure to realize AI’s benefits inclusively in resource-constrained schooling contexts.

Abstract

Artificial Intelligence (AI) is increasingly permeating classrooms worldwide, yet its adoption in schools of developing countries remains under-explored. This paper investigates AI adoption, usage patterns, and perceived impact in Pakistani K-12 schools based on a survey of 125 educators. The questionnaire covered educator's familiarity with AI, frequency and modes of use, and attitudes toward AI's benefits and challenges. Results reveal a generally positive disposition towards AI: over two-thirds of teachers expressed willingness to adopt AI tools given proper support and many have begun integrating AI for lesson planning and content creation. However, AI usage is uneven - while about one-third of respondents actively use AI tools frequently, others remain occasional users. Content generation emerged as the most common AI application, whereas AI-driven grading and feedback are rarely used. Teachers reported moderate improvements in student engagement and efficiency due to AI, but also voiced concerns about equitable access. These findings highlight both the enthusiasm for AI's potential in Pakistan's schools and the need for training and infrastructure to ensure inclusive and effective implementation.

Paper Structure

This paper contains 6 sections, 5 figures, 1 table.

Table of Contents

  1. Introduction
  2. Literature Review
  3. Method
  4. Results and Discussion
  5. Conclusion
  6. Limitations and Future Work

Figures (5)

  • Figure 1: Distribution of respondents by gender (left) and by institution size (right).
  • Figure 2: Teacher's perception of AI tools in the classroom, showing the distribution of responses (disagree, neutral, agree) across statements related to access, teaching practices, workload reduction, student performance, and engagement.
  • Figure 3: Levels of AI tool adoption among educators across institution types, showing familiarity and usage patterns ranging from not familiar to daily classroom use.
  • Figure 4: Applications of AI tools reported by educators, with the highest use in personalized learning, followed by content generation, grading, and tutoring bots.
  • Figure 5: Comparison of teacher's perceptions of AI tool integration by institution type (private, public, and unknown), showing reported impacts on performance, engagement, teaching strategies, and workload.