ALGORITHMIC PEDAGOGY IN PAKISTANI HIGHER EDUCATION: EXAMINING THE IMPACT OF AI-DRIVEN PERSONALIZED LEARNING ON CRITICAL THINKING SKILLS AND ACADEMIC INTEGRITY

Abstract

The integration of Artificial Intelligence (AI) into higher education has led to the emergence of algorithmic pedagogy, where AI-driven personalized learning systems adapt instructional processes based on learner data. This study examined the impact of AI-driven personalized learning on critical thinking skills and academic integrity among students in Pakistani higher education institutions. Adopting a quantitative, cross-sectional design, data were collected from 362 university students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that AI-driven personalized learning significantly enhanced critical thinking skills when used in a structured manner; however, it also demonstrated a negative association with academic integrity due to increased reliance on AI tools. Furthermore, AI dependency was found to mediate these relationships, while AI literacy and institutional governance moderated the effects. The study concludes that although AI offers substantial pedagogical benefits, its unregulated use may undermine cognitive development and ethical academic behavior. The findings underscore the need for balanced AI integration supported by institutional policies and digital literacy initiatives to ensure sustainable and ethical use of AI in higher education.