Explore the Role of Artificial Intelligence in Personalised Learning at Higher Education Institutions, South Punjab, Pakistan

Abstract

This study explores the role of Artificial Intelligence (AI) in facilitating personalised learning among public sector university teachers in South Punjab, Pakistan. The objective of the study are examine how university teachers perceive AI’s potential in tailoring learning experiences to individual student needs. To compare differences in perceptions between teachers with varying levels of AI usage. To analyze disciplinary variations in the adoption and impact of AI-based personalized learning practices. To investigate teachers’ confidence in the ethical and privacy dimensions of using AI in educational contexts. Using a structured questionnaire with a 5-point Likert scale, data were collected from 400 teachers selected through multistage random sampling. Descriptive and inferential analyses, including mean, standard deviation, t-tests, and ANOVA, were performed using SPSS. Findings reveal that teachers generally perceive AI positively, acknowledging its potential to improve learning outcomes, provide personalised learning pathways, and enhance student engagement. Significant differences were observed across gender and departmental affiliations. Teachers also emphasized the need for professional development and ethical guidelines in AI implementation. The study concludes that AI is a valuable tool for personalised learning but requires proper training, ethical oversight, and balanced integration with human-led instruction.