Impact of Ethical AI Use on Learning Patterns of Pre-Service Teachers at a Public Sector University in Karachi

Abstract

This study investigated the impact of ethical Artificial Intelligence (AI) use on the learning patterns of pre-service teachers. A quantitative correlational research design was employed, and data was collected from pre-service teachers enrolled in a B.Ed. programme at a public sector university in Karachi. A survey questionnaire was used to measure ethical AI use and learning patterns, including deep learning, strategic learning, and surface learning, among participants. To analyse data, simple linear regression was performed using SPSS to examine relationships between dependent and independent variables. Results indicated that ethical AI use was positively associated with deep and strategic learning patterns. Low ethical AI use was linked with surface learning tendencies, such as over-reliance on AI for ready-made answers and reduced personal effort. The study concluded that ethical AI use is not merely a moral and policy requirement but also an emerging pedagogical approach that can promote higher-order thinking and reflective learning among pre-service teachers. Recommendations included integrating ethical AI education into teacher education curricula to develop responsible, reflective, and future-ready teaching professionals.