Artificial Intelligence Impact on Teachers Professional Development in Public Sector University in Pakistan

Abstract

The rapid progression of artificial intelligence (AI) has significantly transformed in various sectors, like health, education, higher education and others. In present position, AI-driven tools have been increasingly integrated into teaching and learning processes; however, their role in teachers’ professional development remains underexplored, particularly in developing countries. This study investigates the impact of artificial intelligence on teachers’ professional development in a public sector university in Pakistan. Adopting quantitative research design, data were collected from 170 permanent faculty members of Kohat University of Science and Technology (KUST) using a structured questionnaire based on a five-point Likert scale. Descriptive statistics, reliability analysis, Pearson correlation, and multiple regression analysis were employed to analyze the data using SPSS. The findings reveal that teachers hold highly positive perceptions regarding the use of AI tools for improving teaching skills, lesson planning efficiency, continuous professional learning, and reflective practices. The results further indicate a strong and statistically significant relationship between AI usage and teachers’ professional development. Regression analysis demonstrates that AI-related practices significantly predict professional development outcomes, explaining 63.1% of the variance. The study concludes that artificial intelligence serves as a powerful facilitator of teachers’ professional growth in higher education. The findings offer important implications for institutional policy, teacher training programs, and the strategic integration of AI in professional development initiatives within Pakistani universities.