Analyzing the Integration of Artificial Intelligence in Higher Education: A Study on Teachers' Attitudes and Perspectives

Abstract

The current descriptive study explored teachers' perspectives on integrating artificial intelligence in higher education institutions. The study's population was comprised of all males and females (N = 220). Instructors are working in various departments of the faculty of social sciences at public universities in Multan, Punjab, Pakistan. A sample of one hundred and sixty teachers (N= 160), including forty-one males (M, 41) and one hundred and nineteen females (F, 119), were chosen through convenient sampling from the faculty of social sciences departments to accomplish this research. The questionnaire was utilized as a research tool to collect data. The data was analyzed using descriptive statistics, mean, standard deviation percentage, and frequency utilizing the Statistical Package for Social Sciences (SPSS) version 25. The results indicated a positive perception of teachers towards the integration of Artificial Intelligence in Higher Education Institutions. Based on the findings, the study recommended that higher educational institutions should focus on organizing AI-focused teacher training, ensuring access to essential AI resources, integrating AI into curricula, addressing ethical concerns, and launching pilot programs to facilitate effective AI adoption in education. These steps can support educators in leveraging AI tools to enhance teaching and learning experiences.