Investigating the Influence of Artificial Intelligence on Higher Education: Insights from Teachers’ Perspectives

Abstract

In the modern educational environment, swift progress in educational technology—especially artificial intelligence (AI)—has revolutionized teaching and learning methodologies. Comprehending educators' perspectives of these technologies is crucial for their effective integration into the classroom. This descriptive-comparative, cross-sectional study involved 500 in-service lecturers from a public university in Lahore. Data were gathered utilizing a validated questionnaire created by Lozano and Blanco-Fontao (2023), which exhibited substantial internal reliability and methodological rigor, with minor adjustments implemented to accommodate the study population. The results demonstrate that while educators exhibit considerable awareness of AI and often utilize it for exploratory activities, its practical implementation in the classroom and formal training are still constrained. Educators recognized the capacity of AI to improve learning, especially in lesson planning and the creation of instructional materials. Nonetheless, substantial apprehensions remain about academic dishonesty, the deterioration of critical thinking, and ethical utilization. Demographic characteristics, including age, gender, and academic specialization, greatly impact perceptions, underscoring the necessity for specialized training and legislative frameworks to guarantee equitable and effective AI inclusion in education. The findings underscore the necessity of ongoing professional growth to optimize the advantages of AI while mitigating its inherent hazards.