AI in Pakistani Schools: Adoption, Usage, and Perceived Impact among Educators
It addresses the under-explored adoption of AI in schools of developing countries like Pakistan, highlighting enthusiasm and challenges for educators, but is incremental as it surveys existing practices without proposing new methods.
This paper investigates AI adoption, usage, and perceived impact in Pakistani K-12 schools through a survey of 125 educators, finding that over two-thirds of teachers are willing to adopt AI tools with proper support, and about one-third actively use AI frequently, primarily for content generation, with moderate improvements in student engagement and efficiency reported.
Artificial Intelligence (AI) is increasingly permeating classrooms worldwide, yet its adoption in schools of developing countries remains under-explored. This paper investigates AI adoption, usage patterns, and perceived impact in Pakistani K-12 schools based on a survey of 125 educators. The questionnaire covered educator's familiarity with AI, frequency and modes of use, and attitudes toward AI's benefits and challenges. Results reveal a generally positive disposition towards AI: over two-thirds of teachers expressed willingness to adopt AI tools given proper support and many have begun integrating AI for lesson planning and content creation. However, AI usage is uneven - while about one-third of respondents actively use AI tools frequently, others remain occasional users. Content generation emerged as the most common AI application, whereas AI-driven grading and feedback are rarely used. Teachers reported moderate improvements in student engagement and efficiency due to AI, but also voiced concerns about equitable access. These findings highlight both the enthusiasm for AI's potential in Pakistan's schools and the need for training and infrastructure to ensure inclusive and effective implementation.