Exploring Teachers’ Perceptions of AI-Assisted Teaching of Pakistan Studies in High School

Abstract

Artificial intelligence (AI) is increasingly entering school classrooms, yet evidence about its use in humanities subjects and in the Pakistani school context remains limited. This qualitative study explored high school Pakistan Studies teachers’ perceptions of AI-assisted teaching, focusing on classroom use, perceived benefits and limitations, commonly used tools, and the influence of teacher and institutional characteristics. Semi-structured interviews were conducted with 10 Pakistan Studies teachers from private schools. Data were manually transcribed and analyzed thematically using an interpretive approach informed by the UNESCO AI Competency Framework for Teachers and meaningful learning theory. Seven participants reported regular or occasional classroom use of AI, while nine perceived AI-supported teaching as more engaging and interactive than conventional approaches. ChatGPT, Canva, Google Gemini, Kahoot, and Gamma were used mainly for lesson planning, visual materials, quizzes, summaries, timelines, and student projects. Teachers perceived gains in student attention, creativity, participation, and opportunities for student-led learning, while also reporting time savings in lesson preparation. However, all participants identified barriers related to infrastructure, affordability, curriculum alignment, content accuracy, ethical use, and potential student over-reliance on AI. Age and prior digital exposure influenced confidence, but all participants expressed a need for structured professional development. The study concludes that AI is best positioned as a teacher-guided supplement rather than a replacement for professional judgment. Effective integration requires teacher training, reliable infrastructure, curriculum alignment, ethical safeguards, localized content, and supportive school leadership.