TEACHERS' PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: A SURVEY OF KHYBER PAKHTUNKHWA UNIVERSITIES IN PAKISTAN

Abstract

This study investigates the perceptions, beliefs, and self-efficacy of university teachers regarding the integration of Artificial Intelligence (AI) in classroom teaching. Conducted within universities in the Khyber Pakhtunkhwa province of Pakistan, the research employed a quantitative, descriptive design. A structured questionnaire was administered to a sample of 200 faculty members selected via random sampling to assess their perceptions across key domains: the use of AI for preparing learning materials, the assessment process, its overall usefulness, and perceived ease of use. The findings, analyzed using Chi-Square tests, revealed statistically significant positive perceptions among educators. Teachers strongly agreed that AI is beneficial for creating personalized learning materials, saving time and resources, and enhancing content quality and interactivity. In the assessment domain, AI was perceived as highly effective for providing accurate and timely feedback, measuring learning outcomes, identifying learning gaps, and streamlining the grading process. Furthermore, educators viewed AI as a valuable tool for enhancing the overall educational experience, preparing students for the future job market, and improving teaching efficiency. Regarding ease of use, respondents generally found AI tools user-friendly, easy to learn, and integrable into existing teaching practices, though some indicated a need for technical support. The study concludes that while university teachers in the region possess a strong positive belief in the utility and applicability of AI in higher education, its successful integration is contingent upon addressing practical barriers. Based on these findings, the study recommends the implementation of targeted professional development programs, the provision of robust technical support, the promotion of AI literacy, and the development of a hybrid pedagogical model that strategically integrates AI to complement human-led instruction