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Higher Learning Research Communications

Digital Object Identifier

10.18870/hlrc.v16i1.1742

ORCID

Dr Ayesha Afzal https://orcid.org/0000-0002-8435-6367

Dr Shahid Rafiq https://orcid.org/0009-0009-1703-4104


Abstract

The rapid advancement of artificial intelligence (AI) technologies presents both transformative opportunities and complex challenges for higher education, particularly in teaching and assessment. This study examines the readiness of faculty members in Pakistani universities to integrate AI tools into pedagogical and evaluative practices, alongside their ethical perceptions of AI use in academic contexts. Using a qualitative research design, semi-structured interviews were conducted with 20 faculty members across diverse disciplines and institutions. Thematic analysis, guided by the Technology Acceptance Model (TAM), the Technological Pedagogical Content Knowledge (TPACK) framework, and Rest’s Four-Component Model of ethical decision making, revealed four interrelated themes: (1) varying levels of technological confidence, (2) institutional support and policy vacuum, (3) ethical concerns surrounding fairness and transparency, and (4) a human-centered orientation toward AI integration. The findings show that while faculty recognize AI’s potential to enhance educational efficiency and personalization, adoption is hindered by limited training, unclear governance structures, and moral uncertainty. The study underscores that successful AI integration depends not only on technological competence but also on institutional scaffolding and ethical agency. Practical implications call for comprehensive professional development, transparent policy frameworks, and participatory AI design involving educators. By presenting insights from a developing-country context, this research contributes to the global discourse on responsible AI in higher education, emphasizing the need for balanced innovation grounded in human values.

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