The Role of Artificial Intelligence in Shaping Personalized Education and Student-Centered Learning in Pakistan

Abstract

Purpose

This paper discusses the attitudes of Pakistani students to the role of Artificial Intelligence (AI) in the design of personalized learning and student-centered learning, as well as its possible advantages and the associated issues.

Design/Methodology/Approach

The research design was quantitative design in which a structured close-ended questionnaire was adopted and 489 students were sampled in public and privately run higher education institutions, in Pakistan. The data were measured with the help of the descriptive methods of statistics and percentages and frequencies were used to summarize the responses of students.

Findings

The outcomes reveal that there is a high level of student endorsement to the position of AI to assist customise learning journey of an individual, customize learning to their speed, and provide prompt feedback on efficiency and involvement. Another benefit of AI that was raised by respondents was the fact that it assists in the support of various learning styles and growing motivation. But questions were raised regarding fairness in assessment, inclusivity, privacy of data and data infrastructural constraints, demonstrating that there is a necessity to plan and manage carefully.

Practical Implications

The evidence indicates that adoption of AI in education must take a gradual progression with a greater focus on infrastructure development, continuous teacher development and the establishment of solid ethical protections. There is also a need to create awareness campaigns that would increase trust and control expectations among the stakeholders.

Originality/Value

This paper gives empirical data through the lens of third world nations and also provides some insight that can be helpful in informing policymakers, educators and stakeholders in technology when developing ethical and inclusive approaches to the adoption of AI in education.