An Analysis of the Supportive Role of Generative Artificial Intelligence in Education: Teachers' and Students' Perceptions in Pakistani Higher Education

Abstract

Globally, classrooms are transforming with the introduction of Generative Artificial Intelligence (GenAI), providing fresh opportunities for customized learning, teaching support and academic assistance, but the use of GenAI in Pakistani higher education institutions (HEIs) has not been well-reasoned. The aim of this study was to explore the perceived supportiveness of Generative AI in education from the teachers' and students' perspectives, with a particular focus on the perceived usefulness, ease of use, pedagogical support, engagement, and concerns of their use of Generative AI. A descriptive, quantitative survey design was employed, with the Technology Acceptance Model (TAM) along with the Constructivist Learning Theory, Self-Regulated Learning Theory and the Agentic Engagement Theory to guide the process. The population included the teachers and students of B.Ed. (Hons.) program at Shah Abdul Latif University, Khairpur and affiliated colleges of education. A planned sample of 50 teachers and 200 students were chosen using simple random sampling and structured questionnaires based on TAM, giving 42 and 165 usable teacher and student responses respectively. The data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) available in SmartPLS 3.0. The measurement model showed good reliability and validity (composite reliability > 0.80, average variance extracted > 0.50) and the HTMT and Fornell–Larcker criteria revealed discriminant validity. The model accounted for 67% of the variance in student learning. Student learning was most strongly and significantly (β = 0.657, p < 0.001) influenced by ease of use, with concerns and limitations (β = 0.176, p = 0.020) also having a significant impact, but not as great. Perceived usefulness (β = 0.160, p = 0.066) and engagement and motivation (β = −0.109, p = 0.168) were not statistically significant. Overall, the attitudes of teachers and students were quite positive with the students having higher usefulness and ease-of-use ratings while teachers had higher rates of concern about academic integrity and over-reliance. Findings indicate that Generative AI can be a valuable tool for teaching and learning when implemented in a framework of institutional guidance and training and equitable access. The study suggests the creation of institutional policies on AI, teacher professional development, student support in digital-literacy, and ongoing investment in digital infrastructure.