Teacher Perceptions and Readiness for AI-Enhanced Teaching in Developing Countries

The research article aimed at identifying the factors that influenced readiness of university educators to adopt the usage of Artificial Intelligence (AI) in higher education in regard to three key variables that encompass perception, attitude, and familiarity with digital technology. The study design was quantitative and 300 university teachers both in the public and the privately settled in four provinces of Pakistan successfully had their data collected. In the study, correlation analysis, regression analysis as well as ANOVA was used to analyse the relationships between the variables. The findings also indicated that there was a strong positive relationship between the perceptions of the teachers towards AI and their readiness to embrace it which means that the higher the perceptions of the teachers to AI, the greater the tendency among them to utilize it in their teaching. Moreover, the regression analysis showed that the attitudes of the teachers were the major factor that promoted the possibility of adoption of AI as they were influential in showing the outcome of the adoption of AI. ANOVA results also revealed that the teachers who represented higher levels of digital fluency were more likely to adopt AI in their classrooms, which provided indications that digital competence is a central factor in the integration of AI. This research confirms the validity of the existed theories (Technology Acceptance Model) and underlines the role of digital readiness within the educational field. The investigators make a conclusion that the successful introduction of AI into higher education can be promoted by enhancing the attitudes toward it in teachers, developing positive attitude to it, increasing digital developing digital skills of educators. This is more specifically applicable to developing nations such as Pakistan where the digital divide has to be closed.