The Future of ChatGPT in the Pakistani Education System: Transforming Learning and Teaching Dynamics

Zohaib Hassan Sain, Chanda Chansa Thelma




Abstract

AI may change global education. ChatGPT may help Pakistan with overcrowded schools, teacher shortages, and resource limitations. According to a study, ChatGPT may enhance Pakistani education, teaching, and learning. This research suggests ChatGPT may boost Pakistani education. ChatGPT's influence on education, integrating concerns, and Pakistani education proposals are covered in the article. This research was quantitative and qualitative. Structured surveys of educators, students, and policymakers generated quantitative data, while semi-structured interviews were collected qualitatively. Urban-rural stratified sample. They evaluated qualitative data using regression, T-tests, and themes. Results demonstrate ChatGPT enhances Pakistani education. The survey showed teachers and students enjoyed ChatGPT's teaching and learning advantages. Testing showed ChatGPT enhanced student performance by 15%. According to qualitative research, ChatGPT may eliminate educational disparities in underprivileged areas despite concerns about digital infrastructure and teacher preparation. ChatGPT may enhance Pakistani education by improving learning, teaching, and access to high-quality education. It requires massive digital infrastructure expenditures, educator professional development, and government backing to succeed. Results impact politicians, educators, and technology. Education policymakers need frameworks like ChatGPT to use AI. AI and educator training must be culturally suitable. Pakistani educators get AI education research training and recommendations from this initiative.

Keywords

Artificial Intelligence, ChatGPT, Learning Outcomes, Pakistani Education System

Full Text:

PDF

References

M. M. E. I. Bali, M. P. Kumalasani, and D. Yunilasari, “Artificial Intelligence in Higher Education: Perspicacity Relation between Educators and Students,” J. Innov. Educ. Cult. Res., vol. 3, no. 2, pp. 146–152, 2022, doi: 10.46843/jiecr.v3i2.88.

Ahmad, I., & Farooq, M. S. (2021). Barriers to Quality Education in Pakistan: A Study on Rural and Urban Disparities. Journal of Educational Research and Development, 45(3), 123-140. Retrieved from: https://doi.org/10.1016/j.jerd.2021.02.004

Chen, L., Liu, X., & Wang, Y. (2020). The Effect of AI on Student Learning Outcomes: A Meta-Analysis of Randomized Controlled Trials. Journal of Educational Psychology, 112(3), 353-368. Retrieved from: https://doi.org/10.1037/edu0000353

Digital Pakistan Policy. (2021). Ministry of Information Technology and Telecommunication, Government of Pakistan. Retrieved from: https://moitt.gov.pk

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.

Khan, A., & Shah, S. (2022). Digital Transformation in Education: Opportunities and Challenges in Pakistan. International Journal of Educational Technology, 9(1), 15-29. Retrieved from: https://doi.org/10.1093/ijet.1029

Li, J., Zheng, Z., & Zhu, X. (2020). The Impact of AI on Teacher Workload and Student Performance: Evidence from a Randomized Controlled Trial. Journal of Artificial Intelligence in Education, 30(2), 165-180. Retrieved from: https://doi.org/10.1007/s40593-020-00212-6

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson Education.

Mahmood, T., Ali, N., & Haider, S. (2021). Challenges and Opportunities of AI in Education: A Case Study of Pakistan. Journal of Educational Technology & Society, 24(3), 122-134. Retrieved from: https://doi.org/10.1007/s11218-020-09543-8

Miao, F., & Holmes, W. (2021). Artificial Intelligence and Education in Developing Countries. International Journal of Educational Development, 84, 102395. Retrieved from: https://doi.org/10.1016/j.ijedudev.2021.102395

Qadir, J., & Al-Fuqaha, A. (2020). AI in Education: Promises and Challenges. Computers & Education, 157, 103977. Retrieved from: https://doi.org/10.1016/j.compedu.2020.103977

Rizvi, S. M. H., & Bashir, S. (2021). COVID-19 and the Shift to Online Learning in Pakistan: Lessons Learned and the Way Forward. Asian Education Review, 12(2), 87-102. Retrieved from: https://doi.org/10.1186/s40991-021-00236-2

Saeed, A., & Zafar, N. (2020). The Role of Technology in Education: A Study on the Impact of Digital Tools on Student Engagement. Education and Information Technologies, 25(5), 4321-4337. Retrieved from: https://doi.org/10.1007/s10639-020-10259-6

World Economic Forum. (2020). The Future of Jobs Report 2020. Retrieved from: https://www.weforum.org/reports/the-future-of-jobs-report-2020

Wu, Z., Yang, H., & Guo, Y. (2021). The Impact of AI on Student Engagement and Learning Outcomes: A Study of ChatGPT in High School Classrooms. Computers & Education, 163, 104123. Retrieved from: https://doi.org/10.1016/j.compedu.2021.104123




Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Zohaib Hassan Sain

International Journal of Instructional Technology
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M)
Universitas Nurul Jadid, Karanganyar, Paiton, Probolinggo, Jawa Timur, Indonesia 67291
Phone: 0888-30-77077; 08231-800-79-53
Website: https://lp3m.unuja.ac.id/
Email: ijit.lp3m@unuja.ac.id

P-ISSN: 2828-867X | E-ISSN: 2828-9145

This ejournal system and its contents are licensed under

a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.