Understanding and knowledge of artificial intelligence among teachers and its impact on teaching-learning in government schools in Sindh.

• In Event: Frontiers of AI and Immersive Technology in Teaching and Learning

Proposal

Artificial Intelligence (AI) has emerged as a powerful tool capable of revolutionizing various sectors, including education. Around the world, educational institutions are gradually incorporating AI technologies to facilitate innovative teaching methods and foster personalized learning experiences. However, the successful integration of AI in education largely hinges on the knowledge and preparedness of educators. Teachers, who are at the heart of the education system, need to have a robust understanding of AI technologies to harness their potential fully. In Pakistan, particularly in the public sector schools of Sindh, the adoption of AI in teaching and learning remains in its infancy, despite its immense potential to transform the educational landscape. This paper explores the current level of understanding and knowledge of AI among government school teachers in Sindh, the challenges they face, and how these factors influence the teaching-learning process.
Artificial Intelligence offers a wide array of applications in the field of education, ranging from automated administrative functions to personalized learning experiences. AI can support teachers by automating routine tasks such as grading and attendance, thereby allowing more time for creative teaching practices and student interaction. Moreover, AI-driven tools can tailor educational content based on individual student needs, enhancing the effectiveness of instruction. According to Amir & Iqbal (2020), AI has the potential to bridge learning gaps in low-resource settings, such as in Pakistan, by offering customized solutions that can address diverse learning needs.
Despite the potential benefits, the implementation of AI in public education systems, particularly in Pakistan, remains limited. In a study conducted by Shaikh & Khoja (2021), the authors argue that while the awareness of AI in education is increasing, significant barriers such as lack of infrastructure, training, and resources hinder the successful integration of AI technologies in schools. Government schools in Sindh, like many other parts of the country, face these challenges, coupled with inadequate professional development opportunities for teachers to acquire the necessary skills to use AI effectively.
This study adopted a mixed-methods approach to examine the understanding and knowledge of AI among government school teachers in Sindh. Surveys were conducted with a representative sample of teachers from various schools across urban and rural areas. The surveys aimed to assess teachers' familiarity with AI, their perceptions of its potential in education, and the challenges they encounter in implementing AI tools in their classrooms. Additionally, in-depth interviews were carried out with selected teachers to gain deeper insights into their experiences with AI and the factors influencing its adoption in the teaching-learning process.
The study's methodology ensured that both quantitative and qualitative data were collected to provide a comprehensive understanding of teachers' knowledge and perceptions of AI. The data collected from surveys were analyzed using descriptive and inferential statistics, while the qualitative data from interviews were subjected to thematic analysis to identify key trends and themes.
The results of this study reveal a significant gap between the awareness of AI concepts and the practical application of AI tools among government school teachers in Sindh. While the majority of teachers expressed familiarity with the basic concepts of AI, such as machine learning and automation, only a small percentage had hands-on experience with AI-driven educational tools. This finding is consistent with previous studies, such as the one conducted by Ali & Awan (2018), which highlighted the limited technological competence of teachers in public sector schools.
Moreover, teachers recognized the potential of AI to enhance student learning by providing personalized learning experiences tailored to individual needs. However, many of them lacked the necessary training and resources to effectively integrate AI into their classrooms. As Qureshi & Zaman (2019) pointed out in their study on technology-driven teaching practices in public schools, the lack of professional development opportunities for teachers is a major barrier to the successful adoption of new technologies.
The interviews with teachers revealed several challenges that hinder the implementation of AI in government schools in Sindh. First and foremost, the lack of infrastructure, such as reliable internet connectivity and access to digital devices, was identified as a significant barrier. Many schools, particularly in rural areas, do not have the necessary technological infrastructure to support the use of AI tools. Furthermore, teachers reported that even when digital devices are available, they are often outdated or not equipped to handle AI applications.
A major challenge identified was the lack of professional development and training for teachers. Despite their enthusiasm for AI's potential to improve education, teachers were frustrated by the absence of training programs needed to effectively use AI. This aligns with Mahmood & Ahmed (2022), who highlighted the need for targeted professional development to boost AI literacy in developing countries like Pakistan.
The successful integration of AI in education requires a concerted effort to address the existing challenges faced by government schools in Sindh. While there is growing awareness of AI among teachers, there is a significant gap between theoretical knowledge and practical implementation. To harness the full potential of AI in education, it is essential to invest in infrastructure, provide targeted professional development for teachers, and foster public-private partnerships. By doing so, government schools in Sindh can leverage AI to improve teaching and learning outcomes and prepare students for the challenges of an AI-driven future.
References
• Amir, M., & Iqbal, M. (2020). Artificial Intelligence in Education: Opportunities and Challenges for Pakistan. Journal of Educational Research, 23(1), 45-61.
• Qureshi, I. A., & Zaman, A. (2019). Technology-Driven Teaching Practices in Public Schools: The Case of Sindh. Journal of Information and Communication Technology in Education, 11(2), 13-25.
• Shaikh, Z. A., & Khoja, S. A. (2021). Integrating Artificial Intelligence in Pakistani Schools: Challenges and Prospects. International Journal of Technology Integration in Education, 7(3), 99-112.
• Ali, M., & Awan, A. G. (2018). Teachers’ Technological Competence and Its Impact on Classroom Practices: A Case Study of Public Sector Schools in Pakistan. Pakistan Journal of Education, 35(4), 70-84.
• Mahmood, S., & Ahmed, S. (2022). AI-Driven Learning: The Future of Education in Developing Countries. Asian Journal of Educational Technology, 5(1), 77-88.

Authors

• Narmeen Wajeem, Dopasi Foundation-USAID TB LON Activity

• Khurasan Ali Shah, International Rescue Committee